Integrating Sexual Assault Resistance, Bystander, and Men's Social Norms Strategies to Prevent Sexual Violence on College Campuses: A Call to Action.

Sexual assault prevention on college campuses often includes programming directed at men, women, and all students as potential bystanders. Problematically, specific types of sexual assault prevention are often implemented on campuses in isolation, and sexual assault risk reduction and resistance education programs for women are rarely integrated with other approaches. With increasing focus on the problem of sexual assault on college campuses, it is timely to envision a comprehensive and interconnected prevention approach. Implementing comprehensive prevention packages that draw upon the strengths of existing approaches is necessary to move toward the common goal of making college campuses safer for all students. Toward this goal, this commentary unpacks the models and mechanisms on which current college sexual assault prevention strategies are based with the goal of examining the ways that they can better intersect. The authors conclude with suggestions for envisioning a more synthesized approach to campus sexual assault prevention, which includes integrated administration of programs for women, men, and all students as potential bystanders on college campuses.

Comment on Brush and Miller's "Trouble in Paradigm: 'Gender Transformative Programming' in Violence Prevention".

Brush and Miller have provided an astute critique of "gender-transformative" antiviolence programming, encouraging us to take more seriously the effects of history, gender, and social structure. In this commentary, we extend their analysis in four directions by highlighting the everydayness of gendered violence, the relationship between masculinity and social legibility, the seductive rewards of masculine conformity, and the way norms are enforced through nets of accountability. We elaborate on the model provided by women's empowerment self-defense training to suggest a potential way forward for these programs.

Does self-defense training prevent sexual violence against women?

Self-defense classes are offered across the nation as a strategy for reducing women's vulnerability to sexual assault. Yet there has been little systematic research assessing the effectiveness of these classes. In this article, I use data from a mixed methods study of a 10-week, university-based, feminist self-defense class to examine the effectiveness of self-defense training over a 1-year follow-up period. My analyses indicate that women who participate in self-defense training are less likely to experience sexual assault and are more confident in their ability to effectively resist assault than similar women who have not taken such a class.

Why do women take self-defense classes?

Given the positive benefits of self-defense training for women, it is important to understand how women come to enroll in self-defense classes. Using data from a longitudinal study of university women, I explore the reasons women give for taking a self-defense class. I find that friends' recommendations, visions of the "possible selves" they could become, and fear of violence were the most frequently reported reasons; having experienced a past assault was rarely cited as a reason for enrolling. In addition, many women who had never enrolled in a self-defense class reported having considered doing so. I explore barriers to learning self-defense and find that logistical issues such as time, money, and availability of classes were the most frequently reported reasons for not enrolling.

The roots of resistance to women's self-defense.

Those who teach or research women's self-defense often encounter significant resistance from others. In this article, the author discusses three major types of resistance to women's self-defense (and to women's resistance to violence more generally): the belief that women's resistance is impossible, that it is too dangerous, and that it risks blaming the victim. The author argues that one source of these reactions is people's taken-for-granted beliefs about gender, which limit their ability to understand the research on women's resistance and self-defense-and, indeed, prevent them from being able to conceptualize women as strong and competent social actors.

Challenging despair: teaching about women's resistance to violence.

In this article, the author describes an approach to teaching about violence against women that balances discussion of violence with information about women's individual and collective resistance. This strategy addresses two concerns about traditional approaches to this topic: that focusing only on victimization disempowers students and that it provides only a partial view of the reality of violence in women's lives. To address these problems, the author integrates discussion of resistance into the class's working definition of violence, assigned readings, guest speakers, and course assignments. The author concludes with a discussion of the positive effects of this approach.