Gender Violence Prevention as Leadership Education: Feminist-Inspired Bystander Training for College Student Leaders

Autor/in	Eriksen, Shelley J.
Titel	Gender Violence Prevention as Leadership Education: Feminist-Inspired Bystander Training for College Student Leaders
Quelle	In: Journal of Leadership Education, 20 (2021) 4, (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Sexual Abuse; Violence; Prevention; Leadership Training; Feminism; Social Problems; Student Leadership; Readiness; Self Efficacy; Attitudes; Prior Learning; Background; Peer Influence; Racial Differences; Ethnicity; College Students; Values Education; Identification (Psychology); Sexual Harassment; Gender Bias; California + Suchen Sie Ihr Suchwort? Sexueller Missbrauch; Gewalt; Prävention; Vorbeugung; Führungslehre; Feminismus; Social problem; Soziales Problem; Studentenwerk; Self-efficacy; Selbstwirksamkeit; Attitude; Einstellung; Verhalten; Vorkenntnisse; Hintergrundinformation; Rassenunterschied; Ethnizität; Collegestudent; Werterziehung; Sexuelle Belästigung; Geschlechterstereotyp; Kalifornien
Abstract	This exploratory study examined the leadership education potential of sexual assault prevention training via a prevention approach that expressly constructs bystander education as a leadership issue. Evaluation of the Mentors in Violence Prevention (MVP) program offers a practical application of a leadership education approach through a feminist lens, a framework recently advocated by Iverson, McKenzie, and Halman (2019) to better prepare student leaders for active engagement with the central social issues of their time. After undergoing one-day MVP leadership trainings, student leaders (n = 239) evidenced positive gains in such areas as leadership readiness in gender violence prevention, confidence as bystanders, and a willingness to help others. Results also suggest that participants' prior knowledge, leadership background, and peer group membership shaped their engagement with the program. As a feminist method, MVP worked well for both women and men and across students' varying racial/ethnic identities, but differences by peer group reveal areas in which additional research and intervention programming may be needed. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01