ABSTRACT
Sexual harassment affects a large percentage of higher education students in the US. A previous study identified several risk factors for sexual harassment using hurdle models and classification and regression tree (CART) analyses. The purpose of the present study was to assess the robustness of these findings by replicating the analyses with a new sample of students. Secondary data analysis was conducted using data from 9,552 students from two- and four-year colleges. Hurdle model coefficients were assessed for replicability based on statistical significance and consistency of the replication effect size relative to the original effect size. Kotzé et al.'s findings were robust, with 91% of all tested effects meeting at least one of two replication criteria in the hurdle models and 88% of the variables replicating in the CARTs. Being younger, consuming alcohol more frequently, attending a four-year college, and having experienced more prior victimization and adversity were important predictors of peer harassment whereas being LGBQ+ was an important predictor of sexual harassment from faculty/staff. These findings can inform targeted prevention and intervention programs. More research is needed to understand why certain demographic and contextual variables are associated with greater harassment risk.
ABSTRACT
Sexual harassment and its negative consequences continue to affect a large percentage of higher education students in the US. Previous research has identified a limited number of harassment risk factors, and has generally not examined them in combination. In this study, an expanded set of individual, relationship, and community-level risk factors were examined using hurdle models and classification and regression tree (CART) analyses to identify key risk factors for peer and faculty/staff sexual harassment. Secondary data analysis was conducted using data from a sample of 9,285 students from 18 two-year and four-year schools in Minnesota. CART analyses indicated that, for peer sexual harassment, being younger; consuming alcohol more than once a month; attending a four-year school; being transgender, genderqueer, self-identified, or a cisgender woman; and having experienced bullying were the most important risk factors for peer harassment on campus. For faculty/staff harassment, being gay, lesbian, bisexual, questioning, or having a self-identified sexual orientation was the most important risk factor. These and other risk factors were significant in the hurdle models. More research is needed to understand why these factors are associated with harassment. Limitations and implications for prevention programming at higher education institutions are discussed.
Subject(s)
Bullying , Sexual Harassment , Faculty , Female , Humans , Male , Peer Group , Students , Surveys and QuestionnairesABSTRACT
Sexual victimization rates of women in the United States remain worryingly high. Much research has focused on the reduction of sexual violence with varying levels of success. One promising avenue of sexual violence reduction research provides evidence that bystanders who intervene appropriately can effectively contribute to a reduction in sexual assault. The Ecological Model for Bystander Intervention provides a conceptual framework for investigating what motivates and what inhibits bystanders. Empirical evidence on various levels of the model has been garnered; however, little is known about the association between particular developmental variables and bystander intervention efficacy situated in the microsystem. The goal of this study was to explore developmental predictors of bystander intervention efficacy. We predicted perceived parental warmth would be related to bystander intervention efficacy and that the relation would be mediated by empathy. University students (mean age = 19.2 years) completed anonymous online self-report measures of perceived maternal and paternal warmth, empathy, and bystander efficacy. The mediation model was supported by the data. As predicted, the path from parental warmth to empathy was significant (p < .001) and the path from empathy to bystander intervention efficacy was significant (p < .001). The indirect effect of parental warmth on bystander efficacy through empathy was significant (p = .001). One implication of these findings is that characteristics that are related to bystander tendencies may develop early in the family environment. Efforts to increase bystander intervention may benefit from the recognition that empathy may be founded in earlier life experiences. Limitations and future directions are discussed.
