the athletic context. One such issue is sexual assault. Considering the high prevalence rates on college campuses (see RAINN, 2018 ), it is likely that practitioners in this setting will work with student-athletes directly affected by sexual assault. The present article provides an overview of the
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Sexual Assault on College Campuses: What Sport Psychology Practitioners Need to Know
Kendahl Shortway, Marina Oganesova, and Andrew Vincent
College Athletes, Pluralistic Ignorance and Bystander Behaviors to Prevent Sexual Assault
Emily Kroshus
Preventing sexual assault on college campuses is an important priority in the United States ( https://www.congress.gov/bill/112th-congress/house-bill/2016 ). One subset of college students that have received particular attention related to sexual assault prevention are athletes. In 2017, the
Arrest and Conviction Rates for Athletes Accused of Sexual Assault
Jeffrey Benedict and Alan Klein
Arrest and conviction rates, for male collegiate and professional athletes accused of felony sexual assault against women are compared with national crime data to determine whether elite athletes receive preferential treatment by the criminal justice system. The research is based on 217 criminal complaints against athletes filed with police between 1986 and 1995. The findings indicate that allegations of sexual assault involving collegiate or professional athletes are far more likely to result in an arrest and in an indictment. Nonetheless, athletes are significantly less likely to be convicted.
Exploring Empowerment for Sexual Assault Victims in Women’s Only Group Fitness
Amy N. Cole and Sarah Ullrich-French
Empowerment is a complex, multidimensional construct that has been criticized for its overuse and definitional dilution; however, the value and importance of empowering marginalized groups such as women and victims of sexual assault remains salient. The present study explores how participation in a women’s only fitness class can empower women who are victims of sexual violence. Using cross-sectional data from a larger evaluation project of Pink Gloves Boxing (PGB), several constructs (e.g., self-efficacy for exercise, empowerment in exercise, and perceptions of autonomy support) were measured to capture empowerment as operationalized in Cattaneo and Chapman’s (2010) and Cattaneo and Goodman’s (2015) Empowerment Process Model. Multiple Indicator, Multiple Cause structural equation modeling was used to examine differences in empowerment outcomes among women in a convenience sample (N = 149) of women in PGB and traditional fitness classes. Comparisons were made based on their sexual victimization experience and their participation in either PGB or traditional group fitness classes. Results revealed that women in PGB who had been victimized were more empowered than victims (γ = -0.38, p < .01) and nonvictims (γ = -0.24, p < .05) in traditional fitness classes. There were no significant differences among women in PGB, regardless of victimization. Implications for the empowering benefits of women’s only physical activity participation for victims of sexual assault are discussed.
#SportToo: Implications of and Best Practice for the #MeToo Movement in Sport
Mitch Abrams and Michelle L. Bartlett
With enhanced media attention to the epidemic of sexual assault and sexual violence in the world of sports, and in particular college sports, an opportunity to address and prevent such acts is presenting for individuals with a unique skill set. The #MeToo movement, founded by Tarana Burke in 2006
Creating Ethical Decision Makers: The Influence of Education on Perceptions of Sexual Harassment and Sexual Assault
Elizabeth A. Taylor, Gareth J. Jones, Kristy McCray, and Robin Hardin
dynamics are also evident in the culture of sport organizations ( Harkins & Dixon, 2010 ). Due to the masculine culture surrounding sport and the nature in which boys and men are taught to act in sport-related contexts (e.g., aggressive, dominant), issues of sexual harassment and sexual assault are
A Creative Writing Case Study of Gender-Based Violence in Coach Education: Stacey’s Story
Colin J. Lewis, Simon J. Roberts, Hazel Andrews, and Rebecca Sawiuk
-based violence is defined in these terms: Violence directed against a person because of that person’s gender (including gender identity/expression) or as violence that affects persons of a particular gender disproportionality. . . . Sexual violence (including rape, sexual assault, abuse and harassment) is
Crossing the Line: Violence and Sexual Assault in Canada’s National Sport
Lynda M. Nilges
“It’s Our Responsibility”: Examining the Integration of Sexual Harassment and Assault Education in Sport Management Programs
Elizabeth A. Taylor and Amanda Paule-Koba
Pennsylvania State University (Penn State), gained national attention in 2011, there have been numerous athletes, coaches, and administrators who have been accused and/or found guilty of sexual harassment or sexual assault ( Hardin & Taylor, 2015 ; Judkis, 2018 ; Staff, 2015 ). Most recently, the
Protecting Our Students: Title IX, Sexual Harassment, and Internships
Michael A. Odio, Patty Raube Keller, and Dana Drew Shaw
in a student/intern-type program. We’re not just talking about institutional liability . . . this happened with a medical student at a private teaching hospital and she encountered sexual assault and harassment. 2 And they ultimately ruled that the private teaching hospital, where she had been
