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Queer women are at high risk of college sexual victimization, but they face barriers to formal support services. As a result, informal support is critical. This study uses data from 40 open-ended interviews to explore family members’ reactions to queer women's disclosures and examine whether their family is a reliable source of informal support. Findings indicate that family reactions are often more harmful than helpful. In comparison to research focused on heterosexual survivors, we find family reactions to be more extreme and disparaging of queer survivors’ sexual identities. In fact, family members’ negative reactions may pose barriers to accessing formal services.

Sexual harassment of graduate students is prevalent, yet little is known about their experiences reporting sexual harassment to their university. We conducted interviews with 32 graduate students who reported sexual harassment to Title IX to understand how survivors’ experiences of harassment align with report outcomes. Nearly all participants experienced severe, education-limiting consequences of the harassment and reported to ensure safety and restore educational access. Most reports were deemed unactionable and findings of responsibility were rare, demonstrating a disconnect between survivors’ experiences and Title IX outcomes. Our analysis suggests that Title IX practitioners rely on notions of “severity” rather than harassment consequences.

As sociology instructors increasingly include materials on sexual violence in their courses, both instructors and students express anxieties over how best to handle such sensitive conversations. This article critically examines the conventional advice to offer a trigger warning, which can interfere with student education (e.g., requiring survivors to miss out on a lesson) and does not adequately prepare instructors for the difficulties that may arise during discussions of sexual violence (e.g., managing victim-blaming comments). Using institutional betrayal as an alternative frame, this article builds a trauma-informed and survivor-centered pedagogy that offers specific examples and strategies of how to teach to survivors instead of around them.

In recent years, there has been increasing pressure on men to prevent sexual violence. This study uses data from 25 semi-structured interviews to explore how heterosexual undergraduate men have responded to cultural and organizational pressure to seek consent. Participants answered questions about their recent sexual experiences and attitudes toward campus sexual consent policies. Findings indicate that while participants condone key elements of sexual consent, they do not consistently apply reliable strategies to seek consent. Instead, they use ambiguous social cues that are common in both consensual and nonconsensual sexual interactions, which reinforce the notion that consent is unclear.

Sexual violence is a widespread social issue, and sexual victimization is especially prevalent among queer-identified women. Still, there is little research on queer women’s experiences of sexual violence or explanations for the high rate of victimization. This study uses data from 40 open-ended interviews to investigate queer women’s experiences with sexual violence and those who perpetrate it. Respondents answered questions about the characteristics of their sexual assaults and perpetrators, as well as connections the survivors perceive between their sexual assaults and sexual identities. Findings indicate that the perpetrators of such sexual assaults invoke an expression of masculinity, regardless of the perpetrator’s gender identity at the time of violence. To understand the nuanced role of masculinity in queer assailant’s assaults, we develop the concept of “righteous masculinity,” which refers to a traditional (and, in this case, violent) masculinity invoked by marginalized people in an attempt to reclaim power. We find that sexual violence against queer women is an especially powerful way to enact masculinity through drawing upon misogyny and homophobia simultaneously, providing an explanation for the high rates of sexual victimization among queer women. We argue that centering masculinity can help scholars and activists better challenge the sexual victimization of queer women and deepen understanding of the links between gender-based violence and masculinity.

Formal support providers can play a critical role in sexual assault survivors’ well-being (e.g., providing resource referrals). In a university setting, resident assistants (RAs) are key support providers with a unique relationship to survivors based on their dual roles as help-provider and peer. We examined 305 RAs’ responses to student sexual assault disclosure scenarios. Employing a critical discourse analysis, we identified four discourses used by RAs in their discussion of resources: controlling, gatekeeping, minimizing, and empowering. Due to power dynamics between RAs and residents, we conclude that empowering discourses would facilitate survivors’ access to other resources (e.g., sexual assault center).

This article describes a study abroad experience in Norway and Sweden that was designed to explore gender equality in two of the world’s most gender-progressive countries. Course readings explored the work of feminist sociologists and asked students to think critically about gender equality from a cross-cultural perspective. Students met with leaders in Norway and Sweden who are involved in creating gender-progressive policy and culture, including members of parliament, representatives in the film industry, and social policy experts. Student pre-trip and post-trip responses to writing prompts and trip reflection journals demonstrated the development of an intersectional approach to thinking about gender equality. While some aspects of gender equality were anticipated before the trip, other issues of equality only became evident through our discussion with gender leaders in Scandinavia. This article shares major themes from student reflections and discusses teaching ideas for future study abroad trips.

The role of women in college sexual assault prevention and risk reduction has been controversial as movements for men’s participation become more popular. Research on college sexual assault prevention and risk reduction has largely focused on individual programs or universities. Previous research has largely avoided larger studies of the messages many colleges give their students regarding who is responsible for rape prevention on campus. This article attempts to fill that gap by examining rape prevention and risk reduction tips posted on 40 college websites. Each tip was analyzed for frequency and intended audience and the women’s tips as a group were analyzed for common themes. Researchers found that most tips are still directed at women and that they convey four main messages: there are no safe places for women, women can’t trust anyone, women should never be alone, and women are vulnerable. Findings imply that the burden of college sexual assault prevention still falls primarily on female students.

In recent years, there has been increasing pressure on men to take a proactive role in preventing sexual violence. On college campuses, this pressure has been formalized into affirmative consent policies that require all students to actively seek consent from their sexual partners through unambiguous verbal or physical signals. This study uses data from 25 semi-structured interviews to explore how undergraduate men make sense of sexual consent after cultural and organizational pressure to be more proactive in preventing sexual assault. Participants answered questions about their recent sexual experiences and their attitudes toward campus sexual consent policies. Findings indicate that while participants understand and condone key elements of sexual consent, they do not consistently apply reliable strategies to ensure that their sexual interactions are consensual. Instead, they use ambiguous social cues that are common in both consensual and nonconsensual sexual interactions, which reinforce the cultural notion that consent is unclear.

To get the most out of study abroad experiences, the authors argue that students must engage with what other countries are doing right in their approaches to social problems, rather than arrive ready to “help,” correct, or critique the host country.