The Women Change Worlds blog of the Wellesley Centers for Women (WCW) encourages WCW scholars and colleagues to respond to current news and events; disseminate research findings, expertise, and commentary; and both pose and answer questions about issues that put women's perspectives and concerns at the center of the discussion.

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Now More Than Ever, Title IX Coordinators Need Greater Institutional Support

Dhanya NageswaranSage Carson was raped by a graduate student in her sophomore year of college. In an article for VICE in 2018, she recounts the grave trauma she endured as a result. Unable to transfer schools and experiencing a steady decline in her GPA, Carson was on the verge of dropping out. Who played the biggest role in helping her graduate? Her Title IX coordinator, who connected her with free counseling, helped her get extensions on her school work and issued a no-contact order between her and her rapist.

The rights of students laid out by the Title IX Education Amendments Act of 1972 remain a contentious topic in American higher education, as one in four women and one in 16 men experience sexual assault during their college career. In 2017, Secretary of Education Betsy DeVos first announced her intention to overhaul the guidance on Title IX policies issued by President Barack Obama, which she described as "skewed against the accused." After reviewing the whopping 124,000 comments on the proposed Title IX guidelines posted in late 2018, the Department of Education released its new guidelines and policies on May 6, 2020.

The content of the regulations themselves is controversial, but no matter how the rules have changed, the individuals responsible for ensuring compliance with Title IX — Title IX coordinators — still strive to do their challenging jobs. Title IX coordinators are responsible for implementing rules that prohibit gender-based discrimination and harassment, and they coordinate the investigation of all Title IX matters, including sexual assaults. Depending on the college or university, they may conduct the investigation themselves or rely on others within their institution or outside it.

Following a wave of student-led activism in the early 2010s and Title IX guidelines newly issued by the Office of Civil Rights in 2011 and 2014, many campuses reviewed and modified their procedures for responding to complaints of sexual assault of college students. But to this day, Title IX coordinators work to end sexual assault on campus while grappling with the sometimes conflicting goals of institutional efficiency and legal compliance. It is argued by some that unnecessary bureaucratic procedures may interfere with the ability of Title IX coordinators to achieve justice that is both fair and prompt. Moreover, some Title IX coordinators are hampered by efforts to protect their college or university from negative publicity.

Recent reports indicate that two-thirds of Title IX coordinators have held their positions for less than three years — many for less than one year. The research I have worked on with Senior Research Scientist Linda Williams, Ph.D., at the Wellesley Centers for Women supports this assessment of the high turnover of Title IX coordinators and, more importantly, that many of them are not getting the support they need. Programs designed to prevent sexual assault have been significantly underfunded across the country, and we found in the course of our research that Title IX coordinators view support from institutional leadership as critical to their success. Such support includes resources, the visibility of the office, and an approach that legitimizes the importance of Title IX activities (reporting, investigation, and adjudication, as well as prevention) as part of an institutional commitment to respond to campus sexual assault.

For many, serving as a Title IX coordinator provides a great deal of satisfaction. They see the work of educating students about sexual assault as meaningful and essential. But implementation of Title IX requirements is a heavy burden, particularly if Title IX coordinators are not sufficiently supported by their institutions. Without that support, ending sexual assault on college campuses — in the midst of a pandemic, and with new regulations to follow — is an extremely difficult goal to achieve.

As institutions work to implement these new guidelines, equipping their Title IX coordinators with more resources is in the best interest of the safety of all campus communities. Now is the time when strong support by institutional leaders is critical to guarantee that no one is excluded from education because of sexual harassment or sexual assault, and that the ultimate goal of ending sexual assault on campus is achieved.

Dhanya Nageswaran is a member of the Wellesley College class of 2021 who is double majoring in Economics and Political Science. At the Wellesley Centers for Women, she was awarded the Linda Coyne Lloyd Student Research Internship for the 2019-2020 academic year, which supported her work with Dr. Linda Williams on the investigation and adjudication of sexual assault on college campuses.

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Less than one-fifth of reported rapes and sexual assaults lead to arrests

metoo movement protestorsIn 2019, Melissa Morabito, Ph.D., Linda M. Williams, Ph.D., and April Pattavina, Ph.D., of our Justice and Gender-Based Violence Research Initiative, published findings from a study funded by the National Institutes of Justice that investigated why sexual assault cases fall out of the criminal justice system. In this commentary, originally published in The Conversation, Dr. Morabito and Dr. Pattavina discuss some of the findings from that study.

As experts in criminology and the justice system, we were surprised to learn that a jury voted to convict Harvey Weinstein on two counts of rape and sexual assault.

This surprise was based on our more than a decade of research on the attrition of sexual assault cases from the criminal justice system.

We know that most victims of sexual assault never report their attack to the police. For those that do report, the probability of arrest and prosecution of their assailant is small.

In fact, the overwhelming majority of cases reported to the police do not end in conviction, as evidenced by our recent research on sexual assaults reported to the police in six jurisdictions across the United States.

We found that many cases drop out at the investigation stage, with only 18.8% of rapes reported to the police resulting in an arrest. Slightly more than a third of the arrests of adults ended in a conviction. That’s just 6.5% of investigations.

What we can learn from the Weinstein verdict, and from the #MeToo movement more generally, is that perhaps the time has come to bolster the criminal justice response to sexual assault in ways that give sexual assault victims the procedural justice they deserve.

Melissa Morabito, Associate Professor of Criminology and Justice Studies, University of Massachusetts Lowell and April Pattavina, Professor of Criminology and Justice Studies, University of Massachusetts Lowell

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Conversation
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Eliminating Violence against Women

I spend a lot of time thinking and talking about our research on sexual violence case attrition and why most rape cases do not go forward to prosecution. The way that cases move through the criminal justice system has been a concern to victims, practitioners, and researchers for the last 40 years. Our recent findings on sexual violence case attrition make it clear that most sexual assault reports made to the police do not result in the arrest of a perpetrator or in any prosecution. This isn’t because no one knows who the perpetrator is—it is not a reflection of random stranger-danger. Women are assaulted, raped, and murdered by someone they know much more often than by a stranger. This is true across the globe and yet the response to violence remains weak.

Societal response to reports of sexual violence reflects deep-rooted cultural ideals about women and a feminine ideal. In our research, we found that cases are less likely to move forward when women have engaged in behaviors that signal “risk taking" like drinking alcohol or are of lower status and reputation. It is the “ideal” woman who is more likely to be believed—the conservatively dressed woman, the woman of means who was shopping or walking home from her professional position, the woman whose career and family life reflects strict adherence to social norms. So, even while we celebrate a changing cultural environment that purports that women now have more agency, independence, and are “permitted” to embrace more of the behaviors that have always been okay only for men, women who were out alone and who had been drinking when they were assaulted are less likely to find that the man who raped her is arrested or prosecuted.

Now, on the International Day for the Elimination of Violence Against Women—and after a week of more incidents of violence against women—both sexual violence and gun violence--- and amid concerns about the policy changes taking place on college campuses that will make women’s lives more difficult; and accounts of survivors of sexual assault who have been silenced, denied due process, and pushed back against on many fronts, we know we have not yet eliminated violence against women. Further, gender-based violence—violence that happens to women because they are women—is as blatant and as bigoted as violence perpetrated against one religious group. We are talking gender-based violence and femicide. How far have we really come? And what is needed to keep moving us closer to truly eliminating gender-based violence?

We have evidence of positive changes in rape law and sexual violence prevention, in care and support for survivors, and in bringing this issue of gender-based violence to the forefront both nationally and globally. We know that reductions in gender inequality can happen—this may occur when we elect more women to government leadership and we reverse the reductions in government social spending in areas such as health and education. Internationally, there are many leaders, advocates, and research that help us move the action against gender-based violence forward.

Now we must focus attention on turning research into action and promoting the changes needed in the community. Change requires that we not reify one form of knowledge over another. It’s no surprise to advocates that victim characteristics and victim behavior are associated with whether or not charges of rape go forward to prosecution. Recently in Ireland, an individual was acquitted after senior counsel for the defense remarked on the fact that the young female complainant was wearing thong underwear. This led to protests, the display of women’s underwear, and the hashtag #ThisIsNotConsent. Meanwhile, it is reported that an independent review conducted by a legal expert who is examining how rape and sexual assault cases are handled in Ireland is due at the end of the year. While such data will no doubt be valuable as are similar reports from South Africa, the United Kingdom, and the U.S., these provide evidence of what women have known all along--that what women wear or what they drink is used to sway the court system and jurors and to reinforce common stereotypes about men, women, and rape.

Clearly we need to assure that funds for implementing prevention programs and innovative campaigns directed at ending violence against women are available, and that such programs and the research conducted on their impact must continue to draw on feminist roots. All such work on gender-based violence also must be informed by intersectionality—the product of Black women’s activism and scholarship. For example, Tarana Burke founded the #MeToo movement that later became a global phenomenon to raise awareness about sexual harassment, abuse, and assault in society. #MeToo supports all who experience sexual violence and grounds this work in the real experiences of all women—young and old, Black, white, and brown, rich and poor. Research, undertaken in a setting that allows the linking of activism with the research, and that highlights the importance of data as a social change agent, is a necessary step to ending gender-based violence. A call to link activism and research should not be confused with activist research that seeks to prove a particular hypothesis. Sound principles of scientific research must be followed. However, we must assure that the voices of survivors and the skills and approaches of grass roots organizations underpin this work. These efforts are critical to success in eliminating violence against women and girls in all communities across the globe.

Linda M. Williams, Ph.D., is director of the Justice and Gender-Based Violence Research Initiative at the Wellesley Centers for Women at Wellesley College. Her research focuses on justice system response to sexual violence, commercial sexual exploitation of women and children, human trafficking, intimate partner violence, and child maltreatment.

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Stop Pretending Sexual Assault Can't Happen in Your School

This commentary by Nan Stein and Bruce Taylor was originally published by Education Week on October 4, 2018.

Christine Blasey FordThe sexual assault allegations leveled by psychology professor Christine Blasey Ford against U.S. Supreme Court nominee Brett Kavanaugh have consumed the country. The events as described by Ford are not an anomaly for U.S. teens. As researchers, we know that there is a high prevalence of sexual assault among teens today and that schools are not implementing effective strategies to address this kind of violence. But the data haven't always been available—it is only in about the last two decades that we can reliably measure the prevalence of sexual assault among teens.

We are researchers, not psychologists—one of us (Bruce Taylor) is a criminologist, the other (Nan Stein) is a former middle school teacher who focuses on curriculum development and teacher training. With the support of grant funding from the National Institute of Justice at the U.S. Department of Justice, we have spent the last 10 years conducting research on school-based interventions that has taken us into middle schools in the Cleveland suburbs and New York City. Using rigorous scientific data, we have created interventions designed to prevent the kinds of behaviors Christine Blasey Ford described in her testimony—and they have been shown to be effective. Our 2010 study, "Shifting Boundaries: Lessons on Relationships for Students in Middle School," was one of two evidence-based community-level primary prevention strategies that the Centers for Disease Control and Prevention identified in 2014 as effective at reducing sexual violence.

The general public's opinion of sexual violence is largely shaped by high-profile crimes they encounter in the news. In 1989, three high school football players from Glen Ridge, N.J., sexually assaulted a mentally handicapped girl. For years, these boys had been throwing wild drunken parties. Yet, they never got in trouble until there was a rape—their conviction came four years later. In 2012, there was another incident that garnered a lot of attention. In Steubenville, Ohio, the rape of a drunken female teenager by two drunken high school football players at a party gripped the nation; the boys were later convicted of sexual assault. The incident was recorded by some of the partygoers, and images were posted on social media.

Sexual assault, including the incidents above, can have a devastating impact on its victims. Although it can take years or decades for victims to begin to address the trauma and come forward to report the incidents (as we are currently witnessing), the rumors and whispers may begin the following day at school, in the hallways, and over lunch—even when some of the participants were too drunk to remember anything. The underreporting of sexual violence has been documented by researchers extensively. According to a 2017 report from the Justice Department, only 23 percent of all sexual assaults are reported to the police.

In the early 1980s, when Ford alleges her assault occurred, there weren't many surveys of teenagers focused on either perpetration or victimization of sexual violence by their peers. For example, one of the nation's largest youth surveys conducted by the CDC did not start measuring sexual violence until 1999. Perhaps officials doubted that sexual violence among teens happened, or they assumed it was only perpetrated by strangers carrying a weapon who jumped out of a dark alley. It certainly could not have happened among privileged white kids, perpetrated by good white boys who attended private schools where the dress codes require jackets and ties.

Today, we find ourselves swimming in statistics from an abundance of surveys measuring sexual violence among youths. Based on the CDC's 2017 Youth Risk Behavior Survey, about 10 percent of high school students were sexually assaulted in 2017, with females (15 percent) experiencing higher rates than males (4.3 percent). This was in line with another national survey: An analysis of 2003, 2008, and 2011 National Survey of Children Exposed to Violence survey data of 15- to 17-year-olds found that between 12 and 18 percent of girls and about 3 percent of boys were victims of sexual assault.

When it comes to dating, the rates of sexual assault are even higher. In the National Survey on Teen Relationships and Intimate Violence conducted in 2013-2014 for dating youth 12-18 years old, funded by a grant from the Justice Department, the researchers found a sexual assault rate of 17.8 percent for girls and 17.3 percent for boys. The high rate of sexual assault among teens is of particular concern because our research has found that it is often a precursor to intimate partner violence.

There are at least three steps that schools can take to address sexual violence among teens.

1. Implement evidence-based effective interventions. In addition to the approach we laid out in "Shifting Boundaries"—which combines classroom lessons with schoolwide interventions addressing sexual harassment as a precursor to teen dating violence for middle school youths—other programs have been recognized for their efficacy, including Safe Dates (a school-based teen dating-violence prevention program for 8th and 9th graders); Coaching Boys into Men (a program where high school athletic coaches promote respectful behavior among their players to prevent sexual assault); and Bystander Intervention (an approach where bystanders are trained to interrupt potentially harmful situations).

2. Implement schoolwide interventions—not merely classroom lessons. The key components of our evidence-based Shifting Boundaries intervention include working with students to map safe and unsafe areas of the school so that staff can make necessary modifications to prevent violence, creating quasi "stay away" or restraining orders to protect victims, and saturating the school's hallways with messages and posters on safe teen relationships.

3. Conduct staff training. All faculty members and staff should understand the magnitude of the problem of sexual harassment and assault among teens and how to implement evidence-based strategies.

You might think that school districts would welcome these interventions. However, as researchers, we have experienced resistance, particularly from high-performing, privileged schools when attempting to introduce prevention programs. Despite scientific survey data demonstrating the pervasiveness of sexual violence among teens, some school districts apparently still believe "sexual violence can't happen here." What other evidence do they need to start taking this problem seriously? It is time for K-12 schools—private and public—to begin to implement evidence-based strategies designed to address sexual assault.

NanSteinBruceTaylorPhotosNan Stein, Ed.D., is a senior research scientist at the Wellesley Centers for Women at Wellesley College where she conducts research on sexual harassment and gender violence in schools. Bruce Taylor, Ph.D., is a senior fellow in public health at NORC at the University of Chicago, where he studies the etiology of violence and evaluates violence prevention programs.

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Views expressed on the Women Change Worlds blog are those of the authors and do not represent the views of the Wellesley Centers for Women or Wellesley College nor have they been authorized or endorsed by Wellesley College.

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