Teaching about Rape and Sexual Assault
Regular Contributors, Teaching Tips Column: Sarah Koon-Magnin, Tara Opsal, Elaine Arnull
Guest Columnists: Deeanna Button, Sarah Cope Nicksa, Jennifer Lorentz, and Jody Clay-Warner
At the American Society of Criminology meeting in November 2013, Deeanna Button chaired a roundtable session titled, “Teaching about Rape and Sexual Assault.” The discussants included Sarah Cope Nicksa, Tara Opsal, Sarah Koon-Magnin, Jennifer Lorentz, and Jody Clay-Warner. This highly productive and well-attended roundtable brought forth a variety of information that many DWC members may be interested in. Thus, this issue of the Teaching Tips column is a summary of the content discussed in the roundtable and features a list of materials that the roundtable discussants and attendees have successfully used in their courses.
Encouraging Self-Care and Respect
Given the sensitive and often difficult nature of rape and sexual assault, several panelists have incorporated strategies that promote self-care in the classroom and a culture of respect among the students. Here are some of the ideas that were recommended:
On the first day, have the class brainstorm a list of self-care activities and then have them take a picture or notes for reference. Explain the concepts of Post-Traumatic Stress Disorder (PTSD) and vicarious trauma and inform the students that the material covered in this class requires them to use self-care.
List help/advocacy agencies on the syllabus and encourage students to reach out and seek help if they become uncomfortable during the class
Before class ends, to help the students mentally “check out,” ask students about something unrelated to class (and silly or trivial) or show short funny movie clips/videos from YouTube. This is a way to let students move into the rest of the day and they tend to enjoy it, especially if they get to suggest silly videos to share with the class.
Schedule special office hours that are open only to students taking this specific class
On especially tough days, make an announcement that you received emails from a few people that they need to leave early for some appointments/outside obligations. This provides privacy to students who are being triggered and need to leave suddenly.
Periodically remind students to put their “maturity caps” on when using words (vagina, penis, penetration, etc.) or talking about subjects that make us uncomfortable. Remind students of the frequency of sexual assault victimization and that it is possible/likely that there is at least one victim/survivor in any given college classroom. (See the suggested reading by Kaufman, under Books/readings suggested by the roundtable chair/discussants/attendees).
Challenges Specific to Teaching about Rape and Sexual Assault
Two challenges specific to teaching about rape and sexual assault were discussed. A first concern that was expressed by several in attendance was the risk of backlash by male students. There was some consensus that it helps to talk about culture and the social construction of masculinity and how it presents problems for individual males and females. This seems to make male students feel less attacked.
A second concern, which may only be relevant to individuals teaching in the United States, concerned Title IX. Due to recent changes in the interpretation of Title IX, colleges and universities must now address all instances of sexual violence that are disclosed to any faculty or staff member. This requirement is in addition to the Clery Act, which has been in place for more than 20 years and requires campuses to compile and make public an annual report of crime on campus. On many campuses, the changes to Title IX require that if a faculty member becomes aware of a sexual assault scenario 1.) involving a student as a victim, 2.) involving a student as a perpetrator, or 3.) taking place on campus, the faculty member is obligated to report the event to the campus’ Title IX Coordinator. This position has been assigned to different individuals on different campuses, ranging from University administrators to campus psychologists. Teaching a course focused on rape and sexual assault often results in receiving a disproportionate number of victimization disclosures. Given the new Title IX requirements, faculty members may face a scenario in which they are legally obligated to breach the trust of a student by reporting this disclosure to the Title IX coordinator. Several in attendance at the roundtable expressed feeling as if this created a conflict between victims’ best interest and following college protocol. To reduce the risk of being put in this position, several recommendations were made, including 1.) clearly state (both on the syllabus and in class) that this is the policy, so that if a student does disclose an assault they know that it will be reported to the Title IX Coordinator; 2.) explain to the student what Title IX is, why this process is important, the history of underreporting and the millions of women who “fall through the cracks;” 3.) tell student that you just report the incident and that no identifying information is given (check your institution’s policy first to be sure – some institutions do require identifying information) and that they are not required to report to police. If you are not familiar with your institution’s policy on Title IX, it is a good idea look in to it before teaching about rape or sexual assault.
Assignments that Have Worked Well
- Assessing rape myths: 25-minute group presentation where students investigate and research a rape myth (e.g., victim blaming, alcohol involved) — what it is, how it plays out in society, what evidence there is to debunk the myth/what are the actual facts.
- Read Franiuk 2008 article from Violence Against Women, “Prevalence and Effects of Rape Myths in Print Journalism: The Kobe Bryant Case” and recreate the study in class, using articles from ESPN.com about athletes accused of rape. In small groups, have the students read the ESPN.com articles, highlight rape myths, and present to the class.
- Give out rape myth attitude scale as pre and post-test to demonstrate the importance of sexual assault awareness
- Have students disclose what they do to keep safe; results typically demonstrate gender privilege
- Have students write a letter to their parents disclosing that they are a survivor of sexual assault (great assignments for males); have students write an additional reflection on how this assignment affected them
- Service learning requires students to be active agents of change. Have students become trainers of a by-stander program, a violence prevention model, or something similar.
- Reach out to community organization (suggestion is to just work with one organization to better facilitate and centralize the project)
- Require 15 hours of service learning during the semester course
- Provide alternatives: students can chose service learning or can write a research paper (15-20 pages) or complete a creative project (students propose a project, an example given was media/announcement campaign)
- During a unit on domestic violence, go to a computer lab or have students bring laptops. Pick a state and have students pretend that they are a victim who needs information on how to obtain a Protection From Abuse order. Must answer two questions: Is it free? Do I need a lawyer? Give students 15-20 minutes and remind them that they are probably rushing to get out of danger, that they probably do not have control over their finances, and/or that they may not even have access to internet.
Books/Readings Suggested by the Roundtable Chair/Discussants/Attendees
Lucky by Alice Sebold (http://www.amazon.com/Lucky-Alice-Sebold/dp/0316096199/ref=sr_sp-atf_image_1_1?s=books&ie=UTF8&qid=1386852906&sr=1-1&keywords=alice+sebold+lucky). The author tells the story of her rape by a black male stranger. Although there are some limitations in that it does not challenge rape myths, it really helps students understand the trauma associated with sexual assault and how sexual assault has a lasting impact on victims. It helps male students connect/empathize with sexual assault victims, and challenges views that rape is fun or romantic. Can use basic content quizzes to make sure students are reading.
Just Sex: The Cultural Scaffolding of Rape by Nicola Gavey (http://www.amazon.com/Just-Sex-Cultural-Scaffolding-Psychology/dp/0415310725). Challenges ideologies about male sex drive and critically evaluates coercion in heterosexual relationship.
I Am Not Your Victim by Beth Sipe and Evelyn J. Hall (http://www.amazon.com/Am-Not-Your-Victim-Domestic/dp/0761901469/ref=sr_sp-atf_image_1_1?s=books&ie=UTF8&qid=1386853449&sr=1-1&keywords=i+am+not+your+victim). A true story of Sipe’s experience with domestic violence.
Sex Offender Laws: Failed Policies, New Directions by Richard G. Wright (http://www.amazon.com/Sex-Offender-Laws-Policies-Directions/dp/0826111092). An edited volume which features scholars who are at the forefront of this field. Presents interesting data (often in reader-friendly tables) about sex offender laws and includes a chapter on each of the major punishments/treatments used to control sexual offenders.
Not Monsters by Pamela Schultz (http://www.amazon.com/Not-Monsters-Analyzing-Stories-Molesters/dp/0742530582/ref=sr_sp-atf_image_1_1?s=books&ie=UTF8&qid=1386853068&sr=1-1&keywords=not+monsters). Stories of sex offenders. Helps students contextualize issues that lead to sexual assault, underscores that sex offenders are not created equal, also demonstrates how macro level ideologies permits/promotes sexual offending
The Seven P’s of Patriarchy by Michael Kaufman (http://www.michaelkaufman.com/1999/the-7-ps-of-mens-violence/). Helps demonstrate how the patriarchy hurts not only women but men too. Great for managing male backlash in the classroom
Films Suggested by Roundtable Chair/Discussants/Attendees
Searching for Angela Shelton (http://www.amazon.com/Searching-Angela-Shelton-documentary/dp/B0031P33PU/ref=sr_sp-atf_image_1_2?ie=UTF8&qid=1386853656&sr=8-2&keywords=searching+for+angela+shelton). Based on Angela Sheltons in the US. “Original” Angela wanted to know about the lives of other women who shared her name. Through her work, she recognized that nearly 60% experienced sexual assault and/or domestic violence. Note of caution: This film is very intense and roundtable participants recommend showing it at the beginning, before drop/add period, and explain why this course may be too much to manage emotionally for some students. Remind students of self-care and tells students that if they have PTSD symptoms, to notify the instructor and/or access the resources listed in the syllabus (e.g., RAINN, a local rape crisis center).
The Woodsman (http://www.amazon.com/The-Woodsman-Kevin-Bacon/dp/B0007PID84/ref=sr_sp-atf_image_1_1?ie=UTF8&qid=1386853404&sr=8-1&keywords=the+woodsman+kevin+bacon). Film, starring Kevin Bacon, about a sex offender trying to reintegrate into society. It works well for humanizing sex offenders and showing the challenges that registered sex offenders face. Use caution though, because in the end the sex offender becomes a hero. It also overlooks the experience of the victim by encouraging singular empathy on the offender’s experiences.
20/20 video about why she stays. May be found by googling “20/20 Domestic Violence.” This link is to a 10 min clip: https://www.youtube.com/watch?v=2u251Gilo7A
Killing Us Softly by Kilbourne (http://www.amazon.com/Killing-Us-Softly-Advertisings-Image/dp/1893521532/ref=sr_sp-atf_image_1_3?ie=UTF8&qid=1386854005&sr=8-3&keywords=killing+us+softly+kilbourne). Ask students to find an example that opposes Kilbourne’s argument.
Dreamworlds 3 (preview here https://www.youtube.com/watch?v=JDMo5cIJN3A , buy from Media Ed Foundation here http://www.mediaed.org/cgi-bin/commerce.cgi?preadd=action&key=223). Media Ed includes a full-length preview for professors to watch, but it says “FOR PREVIEW ONLY” across whole screen. Documentary about the oversexualization of females in music videos, especially in rap music videos. Includes an excellent parallel to how these videos contribute to/encourage actual sexual assaults (e.g., NYC Puerto Rican Day parade, 2000). There is a great study guide on the Media Ed website too. Dreamworlds 2 features older music videos (from the early and mid 1990’s) and uses scene’s from “The Accused” with Jodi Foster, a film based on the true story of a brutal gang rape in a Massachusetts bar.
Additional Media Suggested by Chair/Discussants/Attendees
Sociological Images (http://thesocietypages.org/socimages/) blog by Lisa Wade is useful for multiple topics related to gender, sexuality, gender based inequality, and sexual violence. It is particularly useful around holiday times. For example, at Halloween, following class discussion of the social construction of gender and how women are sexually objectified, email students and encourage them to notice gender roles, change over time in the social construction of gender and sexuality, the sexualization of women and girls as objects, and men’s entitlement to women’s bodies at each of the following links:
http://thesocietypages.org/socimages/2012/10/24/a-halloween-gender-binary/
http://thesocietypages.org/socimages/2013/10/27/halloween-costumes-then-and-now/
http://thesocietypages.org/socimages/2011/10/29/sexy-femininity-and-gender-inequality/
http://thesocietypages.org/socimages/2013/10/28/what-do-sexy-halloween-costumes-for-men-look-like/
The Gender Ads Project is also a useful illustration of gender norms in society and includes a section specifically focused on many types of violence, including sexual violence: