Informing prevention practices: a case study exploration of a university's sexual violence prevention programming

Abstract

Prevention of sexual violence is of vital importance, especially on university campuses where sexual violence occurs at particularly high rates. Universities are federally required to implement prevention programming, but little is known about retention over time. In addition, research has not analyzed the relationship between sexual violence prevention programming and the campus culture at a particular university. Using a mixed methodology that utilizes survey data, qualitative interviews, and content analysis, this dissertation explores four research questions through a case study at an American university. First, the role of theory in current sexual violence prevention programming is determined - specifically, social learning theory, situational crime prevention, and the elaboration likelihood model of attitude change. Next, differences in retention of key program concepts between groups are explored. Then, participant understanding and use of consent is compared to university policy. Last, current programming strategies are compared to student perceptions of university dating and party culture. This dissertation concludes with recommendations for sexual violence prevention programming at this university and beyond moving forward.