Project Two: Multimodal Annotated Bibliography
Citation: DeMatteo, David. Sexual Assault on College Campuses. 2015. https://advance.lexis.com/document/?pdmfid=1516831&crid=c855606e-2709-451e-b269-1ecf0e9dbd41&pddocfullpath=%2Fshared%2Fdocument%2Fanalytical-materials%2Furn%3AcontentItem%3A5JHB-1M00-00CV-K1F5-00000-00&pddocid=urn%3AcontentItem%3A5JHB-1M00-00CV-K1F5-00000-00&pdcontentcomponentid=156579&pdteaserkey=sr0&pditab=allpods&ecomp=rp79k&earg=sr0&prid=f09cdb28-c9ee-432a-816a-5d06de518a3d
Citation: Jozkowski, K. (2015). Beyond the Dyad. Violence Against Women., 21(7), 848–874. https://doi.org/10.1177/1077801215584069
Citation: Li, J.Y. (2017) "I Believe What I See": College Students' Use of Media, Issue Engagement, and Perceived Responsibility Regarding Campus Sexual Assault. Journal of Health Communication, 22(9) 722-782 https://doi-org.proxy.bsu.edu/10.1080/10810730.2017.1355419
Citation: Overview: Campus Sexual Violence Prevention. (2015). National Sexual Violence Resource Center. Retrieved March 16, 2020, from https://www.nsvrc.org/sites/default/files/2016-06/saam_2015_overview-campus-sexual-violence-prevention_0.pdf
Citation: Freyd, Jennifer. “OPINION: Official Campus Statistics for Sexual Violence Mislead.” Al Jazeera America, Al Jazeera America, 14 July 2014, http://america.aljazeera.com/opinions/2014/7/college-campus-sexualassaultsafetydatawhitehousegender.html
Citation: The Campus Accountability Map. (n.d). End Rape on Campus. Retrieved March 16, 2020, from https://endrapeoncampus.org/map-about
Citation: Turchik, Jessica. "Prediction of sexual assault experiences in college women based rape scripts. US American Psychological Association. 2017. http://web.b.ebscohost.com/ehost/detail/detail?vid=0&sid=56fa7a80-a412-44ae-b82f-3978ef42793c%40sessionmgr103&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#AN=2009-03774-017&db=pdh
Citation: Brown, S. (2019, April 26). 'Empowerment Self-Defense' Programs Make Women Safer. Why Don't More Colleges Use Them? The Chronicle of Higher Education, 65(31), A7+. Retrieved from https://link-gale-com.proxy.bsu.edu/apps/doc/A604327688/BIC?u=munc80314&sid=BIC&xid=74d27efc
Main Ideas: some states have poor laws that are not specific enough relating to consent; needs to be a better understanding of how each state handles sexual assault; Legislative and institutional change needs to come about
Academic credibility: This author is an associate professor of Psychology and Law at Drexel University. His research has been funded by numerous state and federal agencies, as well as private institutions.
Direct quotes
The failure to report incidents of campus sexual assault may also be partially explained by nonexistent, incomplete, or ineffective institutional policies and practices. (par 9)
Lower burden of proof in an administrative context makes it easier for a victim to prove that a sexual assault occurred (par 14)
"It is unclear whether existing state statutes relating to sexual assault provide sufficient protection for victims and perpetrators when such assaults occur on college campuses. (par 3) "
Argument/points to be used: the results from examining U.S. state statutes relating to sexual assault & adjustments that need to be made to many of this ill-worded documents
Connection to another source: These two sources are similar because they talk mainly about the state laws within our country that relate to sexual assault.
Main ideas: Places that have high reports of rape, are most likely encouraging their students to report; Institutional cover-up is the root of campus sexual assault problem; Colleges need to take more responsibility for sexual violence on their campuses
Academic credibility: Jennifer Freyd is a research psychologist and a professor of psychology at the University of Oregon. She is known for her search on betrayal trauma and institutional courage, which is referred to a revolutionary in the field of trauma psychology
Direct quotes
Many college abusers have been abused themselves...making it harder to tackle campus sexual assault.
"The reported rates likely tell us more about the campus climate than about underlying rates of sexual violence."
Argument/points to be used: Schools that have lower rates are not necessarily provide an environment comfortable for students to report.
"The tendency to remain silent is then amplified by institutional barriers to reporting."
Connection to another source: These sources discuss they way some colleges are handling sexual assault on their campuses.
Main ideas: Script theory plays a roll in sexual assault; Women who constructed narratives containing certain elements were more likely to report a sexual assault; Having a history of adolescent sexual victimization was also predictive of reported sexual victimization
Academic credibility: This is a reliable source because the author...
Direct quotes
Women who believe that a typical rape involves elements that are inconsistent with an acquaintance rape script (i.e., outdoor assault) may be at higher risk to experience a sexual assault, and these women should be identified. (par 22)
Some women may hold scripts that are less consistent with an acquaintance rape, making it less likely for them to recognize important risk cues in contexts that do not fit their idea of a real rape. (par 15)
Women who reported experiencing sexual victimization over the follow-up were more likely to have constructed narratives in which they reported using non-forceful resistance tactics and were not in control of the situation. (par 18)
Argument/points to be used:
Connection with another source: These journals are connected because they discuss how students perceive sexual assault/violence and what role they play in the prevention.
Main ideas: This is a sexual assault awareness month flyer/informational flyer. The main purpose is to educate people in the prevention of campus sexual violence.
Academic credibility: This is a reliable source because it comes from a national recognized and accredited organization.
Direct quotes: "Research shows campuses need to go beyond a one-time awareness event in order to change knowledge, attitudes and beliefs; "Effective prevention strategies are addressing the root causes and social norms that allow sexual violence "; "1 in 5 women are assaulted in college"
Argument/points to be used: 9 Effective Keys to Prevention, Prevention checklist, Socio-ecological model
Connection with another source: These two sources discuss prevention methods that can be practiced to reduce the risk of sexual assault.
Main ideas: This map can be used to help college students make their college decision based on how the campus responds to sexual violence. This map also holds colleges across the country accountable and change their policy if needed.
Academic credibility: This is a reliable source because End Rape on Campus (EROC) is an accredited organization dedicated to aiding to the end of sexual violence on campuses through their resources.
Direct Quotes: 1.) "The Campus Accountability Map allows users to view in-depth information on each institution’s sexual assault investigation policies, prevention efforts, and available survivor support resources as well as high-level statistics on definitions, trainings, sanctions and investigations. " 2.) The map intends to show just how seriously schools take this issue. 3.) Policymakers and other experts can use this map to show our legislative bodies that changes like affirmative consent policies are necessary, and identify institutions that need to make changes faster.
Arguments to be used: The map will allow me to compare specific university's sexual violence policies. I can use these as specific examples.
"Each college and university now has a choice: nervously guard its reputation at the profound expense of student well-being or courageously invest in student safety, health and education. "
Main Ideas: Social media plays a great role with how students' engage with sexual assault and how they view it.
Academic credibility: Jo-Yun Li is a professor within the School of Journalism and Mass Communications at the University of South Carolina.
Direct Quotes: 1.) We also found that victim blaming and acceptance of rape myths could be reduced by raising students’ perceived importance of the issue. 2.) About 75% of the victims tend to blame themselves for reasons such as consuming too much alcohol or trusting their assailant as a friend 3.) Understanding the relationship between media exposure and students’ issue engagement will inform the development of effective approaches to enhancing students’ perceived issue importance, risks, and involvement in preventive actions.
Arguments to be used: how social media & the news effects the perception of sexual assault among college kids. and can social media be reshaped to make a greater impact on students' awareness of sexual violence?
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Main ideas: Self-defense classes are statistically cutting down the number of rapes in college women. But not all colleges are using them
Academic credibility: Sarah Brown is a senior reported for The Chronicle of Higher Education. Her field of coverage as a reporter includes student life, campus racial tensions, and sexual assault and harassment. She graduated from University of North Carolina at Chapel Hill with a degree in journalism and political science.
Direct quotes: 1.) The core argument against promoting self-defense as an anti-sexual-assault strategy is a predictable one: The courses put the burden on women to protect themselves, instead of teaching men not to rape (par 7). 2) If someone starts to make a woman feel uncomfortable in an intimate situation, she might need a way to stop what's happening, create some space, and take a few moments to figure out what to do or say next (par 3.) Not only did the course reduce the risk of sexual assault, the women who had been victims said it helped their recovery process and made them less likely to blame themselves for what had happened (par 18)
Argument/points to be used: has the POV for the opposing argument against self-defense classes for women. 2. why self-defense courses should be pushed more on college campuses
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Main ideas: This article acknowledges the sexual assault prevention programs that are currently in place. The problem is the rate of assault has not changed in nearly 50 years. This article discusses a different, better approach for prevention education.
Direct quotes: 1. There is a lack of comprehensive
data assessing the content, implementation, and effectiveness of such programs (par 3) 2. Typical programs often run between 45 min to 2 hrs in length. However, researchers have stated that there is a need to increase the duration of interviews because current time frames are insufficient for challenging rape-supportive ideology (par 3). 3. The findings suggest that participants who had taken the course were better at deconstructing a contextualized environment and pointing out factors that could contribute to sexual assault (1st paragraph on pg 864)
Academic credibility: Dr. Jozkowski has a Ph.D. in health behavior. While earning her Ph.D she was a research coordinator fro the Center for Sexual Health Promotion. She is a researcher at the University of Arkansas and professor.
Argument/points to be used: A new type of education prevention program needs to be established in every university across the country. The hope is, with requiring students to take this semester long course it will drastically cut down the sexual assault rate.
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