Confer, Sheila
(2017)
THE PEDAGOGICAL SURVEY: ENGAGING FIRST YEAR COLLEGE STUDENTS IN DISCUSSION ABOUT SEX AND SEXUAL GENDER ROLES.
Doctoral Dissertation, University of Pittsburgh.
(Unpublished)
Abstract
The often cited and criticized statistic stating one in four college women will be a victim of some form of assault while in college (Koss, 1985) has regained traction over the last several years due, in part, to renewed efforts by the Department of Education’s Office of Civil Rights to redefine Title IX and place many high profile schools under investigation.
While laws such as Title IX, The Campus SaVE Act, The Violence Against Women Act and Office of Civil rights guidance documents have sought to force colleges and universities to address the issue, they fall short of addressing the root causes of gender-based violence. This additional piece could help us make the cultural shift away from acceptance of the inevitability of gender-based violence.
Sexual immaturity and adherence to outdated and unhealthy gender roles related to sex could be factors that contribute to gender-based violence. Most high school students in the United States are not required to receive sex education. Thus, first time students enter college with a variable range of knowledge and experiences regarding sex. Add to this traditional, and sometimes restrictive, gender roles and media portrayals, and it becomes difficult to address something as serious and uncomfortable as sexual assault and gender-based violence in a meaningful and substantive way. Traditional prevention efforts and bystander training may help increase student awareness and reporting. However, gaining an understanding of student attitudes when they enter college may help schools provide a more nuanced approach to prevention training and education. These combined efforts can ultimately begin to move the needle toward a culture change.
This dissertation in practice exists in two parts. Part one introduces the issue of gender-based violence on college campuses and examines the current discourse surrounding this complicated issue. In part two, this information will be used to develop a pedagogical survey for use in first year seminar courses that will result in a class text and drive discussion about sexual education and sexual gender roles.
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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
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| ETD Committee: |
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| Date: |
26 July 2017 |
| Date Type: |
Publication |
| Defense Date: |
6 June 2017 |
| Approval Date: |
26 July 2017 |
| Submission Date: |
26 July 2017 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
68 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
School of Education > Administrative and Policy Studies |
| Degree: |
EdD - Doctor of Education |
| Thesis Type: |
Doctoral Dissertation |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
pedagogy, first-year students, sexual gender roles, sexual assault, gender based violence |
| Date Deposited: |
26 Jul 2017 21:56 |
| Last Modified: |
26 Jul 2017 21:56 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/32898 |
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