Activating College Men to Prevent Sexual Violence: A Qualitative Investigation

Autor/in	Christensen, M. Candace
Titel	Activating College Men to Prevent Sexual Violence: A Qualitative Investigation
Quelle	In: NASPA Journal About Women in Higher Education, 8 (2015) 2, S.195-209 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-7882
DOI	10.1080/19407882.2015.1084330
Schlagwörter	Males; College Students; Violence; Prevention; Peer Teaching; Theater Arts; Teaching Methods; Sexual Abuse; Crime Prevention; Feminism; Social Theories; Social Attitudes; Focus Groups; Females; Rape; Social Change; Qualitative Research; Critical Theory; Participant Observation; Program Evaluation; Program Effectiveness; Role Models; Misconceptions; California + Suchen Sie Ihr Suchwort? Male; Männliches Geschlecht; Collegestudent; Gewalt; Prävention; Vorbeugung; Peer group teaching; Peer Group Teaching; Theaterwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Sexueller Missbrauch; Feminismus; Gesellschaftstheorie; Social attidude; Soziale Einstellung; Weibliches Geschlecht; Sexuelle Gewalt; Vergewaltigung; Sozialer Wandel; Qualitative Forschung; Kritische Theorie; Teilnehmende Beobachtung; Programme evaluation; Programmevaluation; Identifikationsfigur; Missverständnis; Kalifornien
Abstract	This study explores the experiences of male college students who participated in a theatre-based, peer-education, sexual assault prevention presentation. The program was established through the use of Pedagogy of the Oppressed and Theatre of the Oppressed, as well as multicultural feminist theory and approaches. These models emphasize subverting social norms that perpetuate sexual violence. Data were collected via field notes and focus group interviews. Implications for how higher education administrators can develop programs to prevent sexual violence against college women are discussed, as well as future research opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01