Awareness of Sexual Violence Services among LGBQ-Identified College Students

Autor/inn/en	Schulze, Corina; Perkins, Wendy
Titel	Awareness of Sexual Violence Services among LGBQ-Identified College Students
Quelle	In: Journal of School Violence, 16 (2017) 2, S.148-159 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-8220
DOI	10.1080/15388220.2017.1284481
Schlagwörter	Rape; College Students; Minority Group Students; Homosexuality; Sexual Identity; Sexual Orientation; Violence; Disclosure; Knowledge Level; Gender Differences; Questionnaires; Regression (Statistics); Counseling Services; Student Attitudes; Sexual Abuse; Surveys; Victims of Crime; Statistical Analysis; Sexual Experiences Survey + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Sexuelle Gewalt; Vergewaltigung; Collegestudent; Homosexualität; Geschlechtsidentität; Sexuelle Identität; Sexuelle Orientierung; Gewalt; Wissensbasis; Geschlechterkonflikt; Fragebogen; Regression; Regressionsanalyse; Schülerverhalten; Survey; Umfrage; Befragung; Victim; Victims; Crime; Opfer; Verbrechen; Statistische Analyse
Abstract	The sexual victimization of sexual minorities enrolled in college is not a topic that has been well researched. The present study examines the awareness that college minority students have of services they can access in the event they experience sexual violence. The results indicate that many students are unaware of specific services that they can access if they are sexually victimized. Disclosing an incident of sexual violence, or being the recipient of a disclosure of sexual violence, is related to knowledge of aftercare services. Non-White students demonstrate less awareness of services than White students, indicating that these students may not receive aftercare in the event of sexual victimization because they do not have the knowledge of which services are available. Several policy recommendations and directions for future research stem from these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01