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ERIC Number: ED561539
Record Type: Non-Journal
Publication Date: 2013
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-2923-1
College Men's Perception of the Risks and Benefits of Intervening against Sexual Assault and the Influence of Social Norms and Masculine Ideology
Buck, Stephen C.
ProQuest LLC, Psy.D. Dissertation, Massachusetts School of Professional Psychology
Sexual assault is a major problem facing colleges and universities, and prevention efforts have begun to examine how student peers can be encouraged to intervene as active bystanders. This study investigated what male students perceived as the most salient risks and benefits of intervening in a situation involving a hypothetical sexual assault and to what degree responses to these risks and benefits could be predicted by identification with male role norms. In addition, the degree to which a social norm information cue would affect the students' perception of these risks and benefits was evaluated. Results revealed that the social norm presentation did not influence the perceived likelihood of either risks or benefits of intervening. College males rated the risks of intervening with a wider range of likelihoods of happening in comparison to the benefits, which were generally rated as having equal likelihood. In addition, individuals who endorsed stronger agreement with traditional masculine ideology on the Male Role Norms Inventory-Revised (MRNI-R) tended to rate a higher likelihood of the risks of intervening and a lower likelihood of the benefits of intervening than those with less stereotypical male role norms. The findings suggest that the level at which social norms information is provided to male students must be of sufficient strength to counteract ingrained beliefs. Also, masculinity, as a gender role construct, should be discussed in prevention programming in order to offset the influence that stereotypical masculine ideology can have on the decisional process of a potential male bystander. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A