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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
Descriptive
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Title
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
Name
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Jacoby
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Chelsea
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1991-
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Chelsea Jacoby
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author
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O'Donnell
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Angela
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Angela O'Donnell
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Advisory Committee
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chair
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Tomlinson-Clarke
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Saundra
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Saundra Tomlinson-Clarke
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Advisory Committee
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internal member
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(type = personal)
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(type = family)
Draper
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(type = given)
Jordan L
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Jordan L Draper
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Advisory Committee
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outside member
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Rouse
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LaMont
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School of Education
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theses
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2020
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2020-05
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English
Abstract
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Campus 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.
Subject
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Campus climate surveys
Subject
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Topic
Design of Learning Contexts
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Rutgers University Electronic Theses and Dissertations
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ETD_10791
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application/pdf
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text/xml
Extent
1 online resource (vii, 124 pages)
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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doi:10.7282/t3-gybg-s882
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(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Jacoby
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Chelsea
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Permission or license
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2020-04-21 08:22:54
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Chelsea Jacoby
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Affiliation
Rutgers University. Graduate School of Education
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-04-23T16:57:36
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