It’s Time to Include Relationship Violence in the Campus Sexual Assault Conversation

By Elizabeth Wilmerding

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Recent strides have been made in sexual violence prevention in the college environment, although we still have a long way to go. To anyone working in this field for years—or decades—this small amount of progress can make one think, “It’s about time.” It’s time to acknowledge the amount of trauma occurring on college campuses. It’s time for survivors to get access to the support and services they deserve. It’s time for federal laws, state laws, and campus policies to promote cultures of nonviolence. And, it’s time to bring dating and domestic violence into the campus sexual assault conversation.

Our culture and policies around sexual violence are changing because our level of understanding is changing. Yet, we’re continuing to leave out dating and domestic violence. We now know that up to 90% of survivors of attempted or completed rape know their attackers. We know that 1 in 5 women will experience such an assault in their lives, as will 1 in 33 men and 1 in 2 trans* or gender-nonconforming people. We have begun to consider sexual violence from an intersectional perspective, recognizing that survivors have complex identities before an assault, and that those identities impact their experiences of trauma and healing in unique and complex ways. While our narratives around sexual assault and rape have shifted to include these realities, they haven’t changed enough to account for the intersections between sexual violence and relationship violence.

If we want to truly change our culture and eradicate interpersonal violence, it is critical that we acknowledge the link between sexual violence and relationship violence. One in 3 women have experienced violence from an intimate partner. Of these hundreds of thousands of women, 40-45% will experience sexual assault or rape as part of the abuse. New data shows us that 1 in 4 men may experience dating or domestic violence and these figures and those for trans* and gender-nonconforming people may underestimate the rate of incidence. Imagine if we dedicated the same amount of time, resources, and expertise to preventing dating and domestic violence on our campuses as we devote to preventing sexual assault and rape.

Many colleges and universities educate their students about affirmative consent, bystander intervention techniques they can use at parties, and definitions of sexual assault and rape. What if we expanded these dialogues to include the extreme jealousy and stalking that can indicate dating violence, and the intimidation and displays of power that often accompany domestic violence? What if we made sure undergraduate students understood that dating violence can happen in a variety of relationships, including those involving hook-ups or friends-with-benefits? And, what if we spoke with students about the many shapes domestic violence can take in marriages and long-term relationships?

I suspect that, by emphasizing the links to dating and domestic violence in our conversations about sexual violence, we will be able to greatly increase awareness of many types of interpersonal violence and reduce their occurrence and impact. Not only that, but we will validate the experiences of the many survivors whose experiences are not limited to one categorization of harm. True violence prevention depends on having a broad and nuanced understanding of both the current climate and our vision for the future. If we truly hope to end sexual assault, rape, stalking, dating violence, domestic violence, and sexual harassment, we must have a comprehensive approach. It’s time to include dating and domestic violence in our conversations and strategies about ending sexual violence on college campuses.


eliz1Elizabeth Wilmerding is pursuing a Master’s degree (2017) at UC Berkeley’s School of Social Welfare. Her background is in the prevention and support of survivors of sexual and relationship violence, in campus and community settings. A former intern at Futures Without Violence, she is currently doing a field placement at UC Berkeley’s PATH to Care Center, the university’s organization devoted to violence prevention and survivor support. She lives in Oakland, CA.

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“The Daily Bombardment of Rape Culture on a College Campus”: Part 2

By Olivia Legere

Editorial introduction: Olivia Legere, UNH ’16, carried out an independent study in the Sociology Department under the supervision of Dr. Sharyn Potter, PIRC Executive Director of Research that focused on manifestations of rape culture in the University of New Hampshire (UNH) community. Legere supplemented her work with cartoons that reflected her experience at two bars on Durham’s Main Street that are popular with UNH students. We are publishing Legere’s research in two parts. Part 1 was published last week and Part 2 is below.


Physical control

OL Image 2The most common recurring practice I observed was the use of physical control by men. Every time I went to Bar #1 when it was sufficiently crowded, men would feel my hips and body, sometimes with both hands, before they walked by and said, “Excuse me.” Most of the time they would even physically move me over so they could get by while feeling my body, which I did not want. I called those people on their behavior every time this happened. I also observed men doing this to other women, who often did not call them out, and therefore left an impression that they did not have a problem with this behavior by the men. This would happen on the dance floor, as well as near the tables and bars. I saw this to be an important depiction of rape culture because first of all, in each of these instances, the men could easily have gotten by me or around me without touching me at all, and without me even noticing them. The fact that they felt like their touch is not only acceptable, but wanted, is problematic. They feel that since I am there, I must want some sort of attention. Most of the men who touched me did so with pressure and intention. I believe that they wanted me to feel their grip on my body, which disgusted me and made me uncomfortable. I also believe that it was making them feel manly and in control.

This is an obvious indicator of gender inequality. Heterosexual men wouldn’t touch other men’s hips and bodies when they needed to get by them. They would make themselves smaller, and if needed they would tap them on the shoulder and say, “Excuse me.” Women, when they need to get by someone, make themselves smaller to fit through the space and try to do so without touching anyone. If they do touch someone, they apologize and say, “Excuse me.”  Men approaching women from behind is central to a lot of the themes in my research.

False Friendliness and Chivalry

When men would approach me and try and engage in small talk, I could see right through their intention. Often, men would use my arm tattoo as an excuse to touch me. They would ask me personal questions, but they would do so in a friendly and innocent manner, implying they were just trying to be nice. Sometimes I did think that they were just trying to be nice. On other occasions, they would lead the conversation to them asking me where I lived, or if I would like to “hang out with them after the bar.” At 12 am? Or, they would start touching me in ways that I did not want, invite, or appreciate. Sometimes, when I would express disinterest, they would get defensive, saying “I’m just trying to be nice,” when their behavior was getting aggressive.

Also, men would often bring up drinking in conversation by asking me what I was drinking, and if I needed another drink. I always said no, and sometimes they would still insist on buying me one. This theme outlines the idea that men’s perception of chivalry is that, if they are not vulgar and demeaning, then they are nice and chivalrous, and that all women should appreciate that they are somehow different than most men. This cartoon is based on an encounter that I witnessed between two friends and two men who acted like they wanted to dance around and have a good time, but then immediately started grinding with them and groping them. The two friends respectfully stopped dancing with the men, and the men walked away calling them sluts.

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Invisibility

Going to the bar while doing this research made me realize just how unaware most of us are of our surroundings and our behavior. The problems that I observed were seemingly invisible to most, since they have their alcohol blinders on while they are out at night. The men that walk by and grab women, the men that grope you as they try and get by you, and the women who watch and judge other women—having internalized sexism that leads them to “other” themselves from other women, particularly sex positive women, by calling them sluts—all of these people are unknowingly adding fuel to the fire that is rape culture. Alcohol is a big reason why rape culture is so invisible in society, because it blurs people’s inhibitions and feelings on consent, making it difficult for them to act the way that they would if they were more aware of their own actions and their impact.


oliviaOlivia Legere is a recent graduate from UNH with a Degree in Sociology with a focus on Women’s & Queer Studies. She grew up in Newmarket, NH but has recently moved to Portland, Maine to work with immigrants and refugees from Middle Eastern and African countries as a case manager. In her free time she likes to draw, play in the woods, critically assess her socialization to the world around her, snuggle with her cats and deconstruct social norms. Her big goals in life are to spend time on every continent, and eventually change the world.

“The Daily Bombardment of Rape Culture on a College Campus”: Part 1

By Olivia Legere

Editorial introduction: Olivia Legere, UNH ’16, carried out an independent study in the Sociology Department under the supervision of Dr. Sharyn Potter, PIRC Executive Director of Research, that focused on manifestations of rape culture in the University of New Hampshire (UNH) community. Legere supplemented her work with cartoons that reflected her experience at two bars on Durham’s Main Street that are popular with UNH students. We are publishing Legere’s research in two parts. Part 1 is below and Part 2 will appear next week.


“The Daily Bombardment of Rape Culture on a College Campus” is the title of the independent observational research I conducted under Dr. Sharyn Potter in Durham, NH. I went to two bars frequented by UNH students (Bar #1 and Bar #2) in downtown Durham and wrote about my experience as a woman in public spaces. I use my experience to comment on the prevalence and influence of rape culture on the college campus where I studied and conducted research.

Rape culture is invisible to most people. Some people feel like men and women are equal and we have already progressed as far as possible toward total gender parity, and others feel like they are drowning in a culture that objectifies them. Rape culture is mostly exposed at nighttime, often when alcohol is being used, and tends to occur in closed spaces like bars or parties rather than out in the open. At UNH, if you are not going to Bar #1, or to any parties, you could be blissfully unaware of what young women experience when they attempt to enjoy themselves at a party or at commercial establishments where young people congregate at night.

Before moving forward it is crucial to discuss the term rape culture. It can have harsh implications, much as feminism can. Both of these terms are often interpreted as exclusionary and accusatory of men, instead of signaling that there is an inequality in society that needs the attention and acceptance of everyone. I would argue that masculinity, not men, is the driving force behind gender inequality. The constant pressure to “be a man” creates an anything-goes ideology for men to not only achieve a particular standard of masculinity, but to prove it to their peers. Women are oppressed by men and men are oppressed by masculinity. The problem that rape culture brings up is that often the people who most take part in, and support, this ideology think that their behavior is reasonable based on past experiences. If their behavior has never been questioned, why would they question it?

The purpose of my study was to document the references and messages to rape culture that men and women experience when they are out at night in Durham, NH. For three months, I visited two bars an average of twice a week to document my observations on the differences between male and female experiences in those places. I did this as part of my study focused on the sexualization of women, sexualized dancing at parties and bars, sexual coercion, and slut shaming. At Bar #1 and Bar #2, I saw reoccurring themes that I will later discuss in detail such as: physical control, hit and run groping, false chivalry, and what happens when you call men out for their behavior.

There is a strong heteronormative culture in the places where I conducted observation, so my data is focused mostly on heterosexual white males, and how the ideas and goals of masculinity relate to rape culture. I will also not be discussing race, ethnicity or religion in regards to rape culture, mostly because I almost exclusively observed interactions between white people, likely due to the fact that UNH’s student body is predominantly white.

 Hit and Run Groping

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Unfortunately, I experienced a lot of unwanted groping while observing for this project. Most instances occurred indoors, but two of them happened on the street. The first time I was touched without my consent during my research period, I was outside of a Durham restaurant, enjoying a slice of cheese pizza, when I felt a firm grab of my butt. I immediately turned around and saw a man walking quickly away from me, assuming I would not say anything—although of course I did. The other time that this happened on Durham’s Main Street, I was walking past a line of people waiting to get into Bar #2, and a man reached out and grabbed my backside. I turned around to see who it was, but it was impossible to tell since there were so many men in a small area. I was shocked, and I also noted the speed and focus it took to violate me anonymously.

The rest of my experiences of hit and run groping happened in Bar #1. Since it is so crowded in Bar #1, I think that the men who behave this way believe that they can get away with more. A couple of these hit-and-run gropings occurred when I was alone, instead of with my friends, and being less attentive to my surroundings. For example, once I was texting my friend who was supposed to meet me at Bar #1 when two men walked by me, and both quickly slapped my butt. By the time I turned around, no one was there. It was heartbreaking how many times my body was touched without my permission. When I would call these men out on their behavior, they would immediately call me ugly, a slut, or a bitch.

–> PART II of “The Daily Bombardment of Rape Culture on a College Campus” will be posted to PIRCBlog next week!


oliviaOlivia Legere is a recent graduate from UNH with a Degree in Sociology with a focus on Women’s & Queer Studies. She grew up in Newmarket, NH but has recently moved to Portland, Maine to work with immigrants and refugees from Middle Eastern and African countries as a case manager. In her free time she likes to draw, play in the woods, critically assess her socialization to the world around her, snuggle with her cats and deconstruct social norms. Her big goals in life are to spend time on every continent, and eventually change the world.

When It Comes to Ending College Sexual Assault, We All Need to be Leaders

By Elizabeth Wilmerding, PIRCBlog guest

*Originally published on the FUTURES Without Violence Blog on April 14th, 2016*

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Last month, I had the opportunity to join the ten other FUTURES Campus Leaders for a meeting at the White House with members of the White House Task Force to Protect Students from Sexual Assault. Launched in January 2014, the Task Force’s goal is to “help schools live up to their obligation to protect students from sexual violence.” As someone who has been working in the field of sexual violence prevention for the past seven years, and as a current master’s student in UC Berkeley’s School of Social Welfare, it was an incredibly thrilling experience to meet with the federal officials charged with ending such violence once and for all.

While the members of the Task Force have great expertise and influence, I’ve learned that it takes leadership at every level to create sustainable change. As I sat in the meeting room in the White House’s Eisenhower Executive Office Building, I was particularly impressed with the work each of my fellow Campus Leaders has been doing in their community. From awareness campaigns and peer education to campus policy advocacy and staff training, each leader offered a critical perspective into how to create safer campus communities.

The significance of leadership across all levels was highlighted for me when I returned to Berkeley in the days following the Task Force meeting. The university has been trying to address a recent flood of allegations that involve a lack of consistency when it comes to holding faculty and staff accountable when they harass or assault students and colleagues. While this is not a new issue for the school (in fact, the University of California formed its own system-wide task force in the summer of 2014 to address sexual assault on all of its ten campuses), students and community members have been speaking up more than ever before.

We are at a critical juncture when it comes to preventing sexual violence on college campuses. Those of us who have been on the ground doing the work have felt this movement building for some time. People who are new to the issue are often simultaneously shocked by the prevalence of sexual assault and eager to jump in and do their part to create change. And, all the while, more survivors are bravely contributing in any way they can―from taking care of themselves and getting support, to widely sharing their stories.

It’s time for us to acknowledge the power of leadership coming from every level. As exciting as it is to join other student leaders in meeting with the White House Task Force, it’s far from enough. We need everyone on campus—undergraduates, graduate students, faculty, staff, administrators—and everyone who cares about the campus community—prospective college students, parents of students, alumnae, legislators—to stand together. Each and every member of a college campus community deserves safety and respect, and it’s on us to hold schools accountable until it happens.


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Elizabeth Wilmerding is currently a first-year master’s student in UC Berkeley’s School of Social Welfare and an intern at FUTURES Without Violence. She has a background in the prevention of sexual assault, domestic violence, and suicidality. Elizabeth lives in Oakland, CA.

From the Schechter Lab: Effects of Sexual Assault on Women’s Well-Being

PIRCResearch

By Rebecca Howard

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In recent years, sexual assault on college campuses has become a topic of national conversation. Startling statistics report that one in five women will be raped during their college years.  Research has shown that sexual assault has devastating effects on survivors and can affect them years after the assault.  However, there is a gap in the current literature regarding how sexual assault in college affects women in terms of their educational attainment, future financial earnings and intimate relationships.

Since September 2015, I have been working in the Susan Schechter Lab at Prevention Innovations to better understand the long-term educational and economic impacts of sexual assault that occurs during a victim’s college years.   Under the incredible guidance of Dr. Sharyn Potter and Dr. Sharon Murphy, I have helped to design and conduct a study to gain insight from women who experienced an assault during college.  Using Amazon Mechanical Turk as well as a listserv of advocacy centers, we collected information from women across the country of all ages and backgrounds.  Through surveys and phone interviews, more than one hundred participants have bravely shared their stories with us.

Over the course of this semester, I spent nearly 200 hours transcribing phone interviews in the Schechter Lab and completed this stage of the project in March.  Currently, I am working with Drs. Potter and Murphy and Braxton Jones, a Graduate Assistant from the Sociology Department, to begin the qualitative analysis.  We are applying the principles of Heideggerian hermenutic phenomenology to interpret each woman’s story. I am excited to continue working for Prevention Innovations over the course of the summer as we move towards completion of this study.

I have had an amazing experience working for Prevention Innovations in the Schechter Lab doing such meaningful, hands-on work.  Of course, my dream is to live in a world where sexual violence is non-existent. However, if our study can help even one victim overcome the challenges they face after an assault during college, I know we have accomplished something worthwhile.

My hope is that this study will demonstrate the tremendous impact sexual assault has on all aspects of a victim’s life, not just on their current emotional state but on their education and career down the road.  I hope that the more schools become aware of these impacts, the more administrators will do to fund prevention and treatment programs, as well as show more sympathy and understanding to students who have been assaulted and need time off or help with their schoolwork. I also hope that survivors who learn about this study realize they are not alone and there are places to turn to for help if you are struggling with symptoms from the trauma.


Becca_Howard

Rebecca Howard is a Masters in Justice Studies graduate student who received her B.A. in English Literature and Justice Studies from UNH in 2014 and then spent a year off from school serving in the New Hampshire Americorps Victim Assistance Program as a victim/witness advocate for the Manchester Police Department. She is passionate about social justice and hopes to continue her career in violence against women prevention.

 

How Do We Know If It Works? Measuring Outcomes in Bystander-Focused Abuse Prevention on Campuses

PIRCResearch Summary

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The use of bystander education programs (including Prevention Innovations Research Center’s (PIRC) Bringing in the Bystander ® In-Person Prevention Program) to prevent sexual and relationship violence and stalking is increasingly common, and as more colleges and other institutions adopt these programs, better means of evaluating them are needed. Since the programs focus on preparedness, attitudes, and behavior changes, evaluations should test their effects in these areas. Research that helps develop reliable means for testing the impact of bystander education programs is important for demonstrating program efficacy—hence the article title, How do we know if it works? Banyard, Moynihan, Cares, and Warner—a team of two psychologists and two sociologists—have developed several potential instruments for measuring the attitudes and behaviors that bystander programs target. Measures like these make it possible to assess bystander education programs by allowing comparison between peoples’ attitudes and behaviors before and after participation in a program.

The bystander intervention framework addresses shortfalls in earlier prevention efforts by emphasizing the community behaviors and attitudes that create a culture of respect and collective responsibility for preventing violence. Informing people about sexual assault, empowering them to speak out against it, and giving them tools to help prevent violence has the potential to create safer campus cultures. New programs have developed faster than evaluation metrics, and the authors of this study created and tested several possible means of evaluating a program’s efficacy. (See Banyard, 2015; Banyard, 2008; and Banyard, Plante, and Moynihan, 2004 for more information on developing metrics). Three of the proposed bystander-focused measures gather responses on self-reported attitudes, and a fourth gathers responses on self-reported behavior.

Drawing on responses from 948 first-year students at two U.S. universities, the authors investigated the psychometric properties of four key measures of bystander action. Since asking someone, “are you now prepared to be a good bystander?” is unlikely to prove informative, several steps of evaluation are needed to determine whether a person has internalized the intended messages of bystander intervention training. The authors drew on related research that established the validity and reliability of several approaches to measuring participant attitudes and behaviors, and tested their reliability and validity with this population. Their aim was to see if the measurements were equally valid and reliable for testing the attitudes and behaviors that bystander education programs aim to encourage as they had been in other contexts.

The Readiness to Help scale is revised from a 36-item assessment of readiness for change (Banyard, Eckstein, and Moynihan, 2010), and re-named Readiness to Help. Designed to gauge participants’ awareness of a problem and their willingness to take responsibility for addressing it, the scale consists of 12 parallel items related to sexual abuse, relationship abuse, and stalking. It asks respondents to rate how likely they are to perform those actions on a 5-point scale, ranging from 1 (not at all likely) to 5 (extremely likely). This metric was broken down into subscales for Action, Responsibility, and Awareness.

Perceptions of Peer Helping drew on a series of 20 questions developed for this study that asked participants to indicate how likely their friends were to help in various ways in different situations, on a 5-point scale ranging from 1 (not at all likely) to 5 (extremely likely).

Intent to Help Friends and Intent to Help Strangers uses a set of 38 actions related to helping friends and 41 actions related to helping strangers to measures attitudes or willingness to help in situations where there is risk for sexual assault or relationship abuse. It is based on a shorter, 51-question scale by Banyard (2008) that showed good reliability and construct validity.

Bystander behaviors directed at friends and strangers was assessed using a set of 49 actions related to helping friends and 49 actions related to helping strangers that could be taken in situations where there is an apparent risk for sexual assault or relationship abuse. This scale builds on an earlier, shorter version developed by Banyard (2008).

The results from this study indicate that “readiness to help…, intent to be an active bystander, self-reported bystander responses, and perceptions of peer norms in support of action all showed adequate reliability and validity” (101).

The researchers also noted that this particular study relied on notions of what helping looks like in a university context, and was designed with a student lifestyle in mind, where attending parties features prominently. As assessment measures mature, researchers will need new evaluation strategies that reflect different cultural contexts. The metrics developed in this study, and related ones, are available in full on PIRC’s website http://cola.unh.edu/prevention-innovations-research-center/evidence-based-initiatives#BEM. The study was funded by the Centers for Disease Control and Prevention.


Banyard, V.L. (2015). Toward the Next Generation of Bystander Prevention of Sexual and Relationship Violence: Action Coils to Engage Communities. New York, NY: Springer Publications.

Banyard, V. L., Moynihan, M. M., Cares, A. C., & Warner, R. (2014). How Do We Know If It Works? Measuring Outcomes in Bystander-Focused Abuse Prevention on Campuses. Psychology of Violence 4: 101-115.

Banyard, V. L. (2008). Measurement and Correlates of Prosocial Bystander Behavior: The Case of Interpersonal Violence. Violence and Victims, 23, 83– 97.

Banyard, V. L., Eckstein, R. P., & Moynihan, M. M. (2010). Involving Community in Sexual Violence Prevention: The Role of Stages of Change. Journal of Interpersonal Violence, 25, 111–135.

Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander Education: Bringing a Broader Community Perspective to Sexual Violence Prevention, Journal of Community Psychology, 32, 61-79.

National Campus Prevention and Policy: Title IX+ in Action

By Jill Dunlap

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[Photo Source]

The news about sexual violence on campus can seem dire and often overwhelming to parents, current and potential students, and campus administrators. It seems that every day a new study is released about campus sexual violence, its prevalence, and the culture that perpetuates it.[1] While it might seem easier to hide under the covers and never read the news again, it is important to recognize the good that has come from the increased attention to campus sexual violence. In fact, April is the best time to look around and appreciate all of the new and innovative sexual violence prevention and awareness programming taking place on college campuses. A mere five years ago, campus sexual violence prevention was likely the responsibility of a part-time prevention educator or student groups on campus who put on well-intentioned and perhaps sporadic prevention programs for students. With the new requirements under VAWA, and the more prominent role of Title IX coordinators in addressing hostile environments related to sexual violence, prevention programming has moved to the top of the priority list on many colleges. The greatest hope I feel is when I see campuses going beyond meeting the requirements to provide incoming students with prevention programs and developing multi-pronged prevention programs that span a student’s entire career on campus. Many campuses have well-developed strategic plans for sexual violence prevention programming. Other campuses have moved beyond defining VAWA crimes for students, and are training students on how to respond to disclosures by their peers and get them connected to resources. Prevention programming is increasingly evidence-informed and is moving away from single, one-hour interventions that happen only during orientation.

We are beginning to see the results of these efforts. This week, University of Connecticut released the results of a campus survey on sexual violence that found, among other things, that 55% of respondents knew how to report an incident of sexual violence and knew the confidential resources available to them. Surveys on other campuses have also indicated that more students are aware of their Title IX rights. While these results may speak more to awareness rather than a decline in the prevalence of sexual violence, they are telling us that students are absorbing the messages delivered via prevention programming on campus.

The other good news is that parents and students now have another measure to inform their decisions about where to attend college. Potential students can still look to Clery Act numbers to assess safety, but they can also look to the comprehensive prevention programming campuses provide—including who provides the programming, how often, and the types of programs campuses are providing.

Finally, the good news for campuses is that they are not alone in efforts to prevent sexual violence. This spring alone, at least three separate federal grant solicitations through the Department of Justice, Office on Violence Against Women, the Centers for Disease Control and the Health and Human Services, Office on Women’s Health were available to help campuses develop and assess the effectiveness of sexual violence prevention programs.

The problem clearly has not been fixed, and sexual violence on campus remains a major concern for parents, students and administrators. But, there is hope that the issue is being taken seriously and that campuses are finding innovative ways to prevent sexual violence on campus. Do not let April pass you by without taking part in sexual violence prevention programming on your campus or in your community. Sexual violence impacts every one of us. This issue belongs to all of us and we all play a part in preventing and addressing sexual violence on our campuses and in our communities.

[1] Lindo, J. M., Siminski, P. M., & Swensen, I. D. (2015). College Party Culture and Sexual Assault (No. w21828). National Bureau of Economic Research.


JillDunlap_Headshot_800x800 (1)Jill Dunlap is the Director for Equity, Inclusion, and Violence Prevention at NASPA. She is not only a PIRC friend, but she also served on the Violence Against Women Act Campus SaVE federal negotiated rulemaking committee with the Department of Education in 2014. Her work with that committee assisted in creating guidelines for campuses to follow when complying with new federal regulations on sexual assault, dating and domestic violence and stalking prevention and response. Jill’s work experience also includes having written and managed three Department of Justice Grants with the Office on Violence Against Women, all of which focused on funding campus-based advocates to assist student survivors. In addition, Jill is proud of her substantial work with community survivors through her commitment to volunteer work for local rape crisis agencies and domestic violence shelters for the past 12 years.