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Are we "RE"ady to help? Assessing the campus climate and faculty/staff's knowledge, confidence, and readiness to engage in campus efforts around sexual violence
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Jacoby, Chelsea. Are we "RE"ady to help? Assessing the campus climate and faculty/staff's knowledge, confidence, and readiness to engage in campus efforts around sexual violence. Retrieved from https://doi.org/doi:10.7282/t3-gybg-s882

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TitleAre we "RE"ady to help? Assessing the campus climate and faculty/staff's knowledge, confidence, and readiness to engage in campus efforts around sexual violence
NameJacoby, Chelsea (author); O'Donnell, Angela (chair); Tomlinson-Clarke, Saundra (internal member); Draper, Jordan L (outside member); Rouse, LaMont (outside member); Rutgers University; Graduate School of Education
Date Created2020
Other Date2020-05 (degree)
SubjectCampus climate surveys, Design of Learning Contexts
Extent1 online resource (vii, 124 pages)
DescriptionCampus climate surveys are an essential tool used by Institutions of Higher Education (IHEs) to prevent/respond to campus sexual violence. Rather than surveying all campus stakeholders, these assessments primarily target only students, which can limit the understanding around possible areas of improvement and the campus climate as a whole. The intent of this survey research was to explore faculty/staff perceptions of the campus climate and the extent to which they were: knowledgeable about Title IX and current structures/procedures to address/respond to incidents of sexual violence; confident in their ability to navigate disclosures; and willing to engage in campus change efforts surrounding sexual violence. Statistical analyses revealed that the majority of participants: performed well on all constructs relative to actual knowledge; felt comfortable navigating disclosures of sexual violence; and expressed both positive perceptions of the campus climate and interest in learning more about preventing/addressing sexual violence. Significant differences were found between Responsible Employees (RE) and Not Responsible Employees (Non-RE) on all constructs related to their perceptions of personal knowledge, awareness, confidence, and the overall campus climate, with REs generally responding with stronger agreement. No significant differences in actual knowledge were found between REs and Non-REs, despite most having received training on the topics and being responsible for properly handling these issues. The findings identified both strengths and potential gaps in institutional efforts and offered insight on how the IHE could improve the way it educates, engages with, and prepares faculty/staff to effectively navigate disclosures of sexual violence. The study’s original inventory also offers IHEs a comprehensive campus climate survey that supports data collection specifically from faculty/staff. This tool and the study’s overall findings may be of particular interest to those charged with overseeing the creation/implementation of institutional policy, and campus-wide training/education around TIX compliance and sexual violence prevention.
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-gybg-s882
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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