Tackling Oppressive Beliefs and Sexual Violence on College Campuses: Evaluation of an Innovative Theater-Based Intervention

Autor/inn/en	Fleckman, Julia; Brown, Komal; Lederer, Alyssa; Stoltman, Sarah; Craft, Timothy
Titel	Tackling Oppressive Beliefs and Sexual Violence on College Campuses: Evaluation of an Innovative Theater-Based Intervention
Quelle	In: Health Education & Behavior, 50 (2023) 3, S.318-327 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fleckman, Julia) ORCID (Lederer, Alyssa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1981
DOI	10.1177/10901981221120391
Schlagwörter	Rape; Violence; Sexual Abuse; Racism; Gender Bias; Incidence; Campuses; Prevention; Social Bias; Theater Arts; Racial Attitudes; Social Attitudes; Student Attitudes; College Students; Misconceptions; Interpersonal Relationship; Attitude Change; Intervention; Measures (Individuals); Student Characteristics + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Gewalt; Rassismus; Geschlechterstereotyp; Vorkommen; Prävention; Vorbeugung; Theaterwissenschaft; Rassenfrage; Social attidude; Soziale Einstellung; Schülerverhalten; Collegestudent; Missverständnis; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attitudinal change; Einstellungsänderung; Messdaten
Abstract	Background: Sexual violence (SV) prevalence remains high among U.S. college campuses; prevention strategies may benefit from addressing socially oppressive beliefs, including racism, sexism, and heterosexism that all directly link to attitudes and beliefs related to SV. Aims: The objective of this study is to evaluate the potential efficacy of a novel student-driven, theater-based intervention in shifting beliefs regarding racism, heterosexism, and SV. Method: Data were utilized from paired pre- and posttest surveys (n = 272) from undergraduate students, at a university in the Southeastern United States, who attended a student-driven theater production covering topics of SV, heterosexism, and racism. The survey included questions on rape myth acceptance, heteronormative attitudes and beliefs, perceived racism on campus, and relevant respondent demographic information. Results: After viewing the theater production, participants demonstrated significant decreases pretest-posttest in rape myth acceptance, ([delta]M = 0.04, SD = 0.25), t(261) = 2.57, p = 0.01, heteronormative attitudes and beliefs, ([delta]M = 0.09, SD = 0.36), t(267) = 3.32, p = 0.0001, and an increased pretest-posttest in perceived racism on campus, ([delta]M = -0.15, SD = 0.47), t(266) = -5.15, p < 0.0001. For rape myth acceptance and heteronormative attitudes and beliefs, no apparent differences were present by race, gender identity, sexual orientation, or year in school. Only White and mixed-race students' levels of perceived prevalence racism increased when examined by race. Implications: Findings from this study suggest that theater interventions may not only be an effective tool for addressing SV on campus, but also targeting other forms of discrimination, including sexism, homophobia, and racism among students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01