Presentation Type
Poster Presentation
Abstract/Artist Statement
Experts in in the social sciences largely agree that myths about rape pose a threat to victims. Rape myths are stereotypic thinking in regard to rape that serves to not only blame victims, but acquit perpetrators (Burt 1980). Rape myth acceptance is also correlated with rape proclivity, some authors suggest that higher acceptance of rape myths may go hand in hand with a certain readiness to commit atrocious violence (Bohner, Jarvis, Eyssel, and Siebler, 2005). Common rape myths include beliefs that the way women act or dress indicates she was asking for sex. Another example is that men cannot control sexual impulses (McMahon and Farmer, 2018). It should be noted that not all not rape is committed by a male perpetrator towards a female victim though statistically this is the largest area of concern.
Not enough research has been done to find effective interventions on college campuses to dispel rape myths. The Federal Bureau of Investigation reported an estimated 79,770 rapes reported to law enforcement in 2013 (ucr.fbi.gov). Such high numbers of victims has led to the implementation of rape prevention programs in a variety of settings. In particular college campuses have been in the spotlight in recent years. Organizations such as the Rape, Abuse & Incest Nationial Network (RAINN) report that as many as 23% of females and 5.4% of males experience rape or sexual assault on college campuses. Historically prevention programs in schools are often geared towards changing long held sexist and prejudice beliefs by students about rape (Burt, 1980). This prevention model is not new, but college campuses continue to revisit the way they handle issues of rape on campuses. The Intimate Relationships course and model at the University of Montana can become a prevention model for dispelling rape myths on college campuses.
Data has been collected for fall and spring semester in 2017 and 2018 for the Intimate Relationships courses at the University of Montana. Students took the Illinois Rape Myth Acceptance questionnaire (IRMA) at the beginning of the semester they were enrolled in the course and identified their gender as male, female, or other. At the end of the semester the students took the IRMA again and their answers were matched based on a pretest code word only the student knew. An ANOVA test will be used to determine if statistically significant differences exist within the 3X2 design on the IRMA pretest and posttest controlling for gender.
Mentor Name
Roni Johnson
Changing Student's Attitudes about Rape Myths
UC North Ballroom
Experts in in the social sciences largely agree that myths about rape pose a threat to victims. Rape myths are stereotypic thinking in regard to rape that serves to not only blame victims, but acquit perpetrators (Burt 1980). Rape myth acceptance is also correlated with rape proclivity, some authors suggest that higher acceptance of rape myths may go hand in hand with a certain readiness to commit atrocious violence (Bohner, Jarvis, Eyssel, and Siebler, 2005). Common rape myths include beliefs that the way women act or dress indicates she was asking for sex. Another example is that men cannot control sexual impulses (McMahon and Farmer, 2018). It should be noted that not all not rape is committed by a male perpetrator towards a female victim though statistically this is the largest area of concern.
Not enough research has been done to find effective interventions on college campuses to dispel rape myths. The Federal Bureau of Investigation reported an estimated 79,770 rapes reported to law enforcement in 2013 (ucr.fbi.gov). Such high numbers of victims has led to the implementation of rape prevention programs in a variety of settings. In particular college campuses have been in the spotlight in recent years. Organizations such as the Rape, Abuse & Incest Nationial Network (RAINN) report that as many as 23% of females and 5.4% of males experience rape or sexual assault on college campuses. Historically prevention programs in schools are often geared towards changing long held sexist and prejudice beliefs by students about rape (Burt, 1980). This prevention model is not new, but college campuses continue to revisit the way they handle issues of rape on campuses. The Intimate Relationships course and model at the University of Montana can become a prevention model for dispelling rape myths on college campuses.
Data has been collected for fall and spring semester in 2017 and 2018 for the Intimate Relationships courses at the University of Montana. Students took the Illinois Rape Myth Acceptance questionnaire (IRMA) at the beginning of the semester they were enrolled in the course and identified their gender as male, female, or other. At the end of the semester the students took the IRMA again and their answers were matched based on a pretest code word only the student knew. An ANOVA test will be used to determine if statistically significant differences exist within the 3X2 design on the IRMA pretest and posttest controlling for gender.