Running Head: CAMPUS SEXUAL ASSAULT 1

Michaela Fujita-Conrads

May 11, 2015

mfujita@linfield.edu

Final Paper

PROPOSED TOPIC: Campus Sexual Assault

INITIAL QUESTION: Should National policies be enacted to advise colleges and

universities how to handle investigations of campus sexual harassment allegations?

REVISED QUESTION: Should national policies mandate decisions of sexual harassment

procedures in higher education institutions?

PROPOSED QUESTION: Should national policies mandate sexual assault procedures in

colleges and universities?

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Table of Contents:

Preface

Abstract 5

Current Campus Sexual Assault Policies 6

Critiques on Current Policies 10

Collegiate Administration Actions 12

Student Advocacy 14

Media/Alcohol Correlation 15

Conclusion 16

References 18
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Preface

Information Gathering will be the most difficult college course a mass

communication major at Linfield College will ever have to take. Students will be pushed

to be the absolute best academic writer they possibly can be. When these concepts were

said to me, I did not take them seriously. Pushed to be the best? Yeah right. I have found

that I am only challenged when I challenged myself. This thought process was what was

going on in my head the first day of class. I understood this class would be the

excruciatingly hard and the workload would be killing me, but I never expected to grow

as a writer.

Throughout my academic career, I have never been stressed out. On occasion, I

would slack in high school and not do my homework until the last second and that would

stress me out. However, thinking about assignments and exams, never gave me anxiety or

raised my heart rate. I knew I was going to get it done and it would be okay. This class

has taught me what it means to be stressed out. What it means to literally have no time in

the day to complete your assignments completely. What it means to have to debate if

sleep is actually necessary component to my night, if I needed to complete this

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assignment. This class taught me what buildings are open 24/7 so I can write in until five

in the morning. It made me understand the minimum amount of hours I need to sleep in

order to be functioning the next day. I have learned what it means to be a stress eater. All

of my flex points have gone to smores tarts, salted caramel nut squares, protein boxes

and other tasty treats, because I deserve to eat these high sugar snacks after the amount of

work I have put in.

This class has taught me time management. Procrastination is not an option. Half-

assing a paper because I was outside in the sun is not an option. It taught me that my

friends and the beautiful warm weather would always be there. So right now, I needed to

write. This class forced me to completely readjust my work ethic. It is more beneficial to

do the assignment right away, and then perfect it until the deadline, than to write it all and

frantically edit it the day before. This class has taught me that when given an assignment,

I do not look for the ways to bullshit my way through. That doesnt work in this class and

it should not be the tactic for any other future class I take.

This class has taught me that I am a terrible writer.

This class has taught me that despite all of the countless hours at the library, the

amount of editors for my paper or the days I prepare ahead of time to complete this

assignment, I will still receive the same grade my peers who stayed up all night the night

before and completed it. It taught me that even if the marks on my paper have reduced

and my professors compliment my improvement, my grade will not change. Even when I
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do everything right in preparation and editing, I still will barely pass. However, it allowed

me to focus beyond letter grade to see the overall learning experience I am getting.

Although I still am a terrible writer, I have improved an astronomical amount. I

am now capable of writing long over ten page essays with no worries. I understand my

tendencies to use needless words and to use comma splices. Walking out of this class,

even if I do not pass, I have grown as a student. It has challenged to me to improve my

writing myself, without leaning on anyone. Although it may be rough, but if it comes

down to it, I look forward to retaking this class next spring.

Thank you.

Abstract:

This paper will address the sexual assault procedures and policies, or lack of, on

college and university campuses. It will discuss current sexual assault policies, incidences

where these policies were not beneficial, perspectives of collegiate administration and

students, as well as other attributing factors that are correlated with sexual assault.

Overall, this paper will analyze the responsibilities of federal policies and individual

schools policies, and determine the most effective way to prevent sexual assault on

campus.
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Recently, the image of higher education has been altered. The college

experience is no longer associated with a rigorous academic course load, a place where

students strive to become successful individuals. It is now seen as a wondrous institution

that is free from regulations and adult supervision. It is known for its intoxicating

lifestyle without consequences or responsibilities. However, the topic of sexual assault

has forced colleges and universities to re-examine their campus culture. One in five

women and one in 16 men are sexually assaulted while attending a college or university

(White House Task Force, 2014). Majority of these victims are in their freshmen or
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sophomore year. Of these survivors, only 13% report the assault. Many of these victims

are survivors of an incapacitated assault, meaning they were drugged, drunk or

unconscious when they were sexually abused. Sexual assault on campus has become a

popular topic of discussion. Since the 1990s, influenced by feminist movements and rape-

law reforms, studies of student victimization patterns on campus increased (Fisher, 2013).

This paper will address the sexual assault procedures and policies, or lack of, on college

and university campuses. It will discuss current sexual assault policies, incidences where

these policies were not beneficial, perspectives of collegiate administration and students,

as well as other attributing factors that are correlated with sexual assault. Overall, this

paper will analyze the responsibilities of federal policies and individual schools policies,

and determine the most effective way to prevent sexual assault on campus. National

policies should develop stronger sexual assault policies and procedures on campus that

are easily adaptable to the individual higher education institution.

Some national policies have already been made in order to minimize the

frequency of sexual assault on campus. Title IX of the education amendments in 1972

states that no individual in the United States will be excluded based off their gender

identity from any educational program or activity that is receiving federal financing

assistance. This law means that all colleges and universities that are receiving federal

funding must respond to survivors needs, regardless of their gender, in order to ensure

that all students will have equal access to education. Therefore, every school requires a
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Title IX Coordinator who manages complaints and allegations. Title IX officers act as

campus advocates of the federal mandate and creates respectful environment for all

genders. (Kihnley, 2006). When a complaint is filed, schools are required to conduct a

thorough investigation within a 60-day time frame. These investigations allow schools to

determine consequences of the accused through a preponderance of evidence, meaning

if the evidence is in the favor of the victim, even by a meniscal amount, consequences

should be held to the accused (Hopp, 2015).

While Title IX ensures a standard regulation protecting gender equality, the Not

Alone document (2014) focuses on campus sexual assault specifically. Established by the

White House Task Force to Protect Students from Sexual Assault, this document provides

a total of four overarching action plans recommended to minimize sexual assault on

college and university campuses. These actions include, identification, awareness,

response and transparency. This task force is co-chaired by the Office of Vice president

and the White House Council on Women and Girls. It was created to help spread

awareness about sexual assault on campuses as well as to ensure victims that they are not

alone. By feeling supported by their campus administration, students feel comfortable

reporting any incidences to higher education administration.

The first action plan was to identifying the problem. This document recommends

that in order to terminate this issue completely, post secondary schools need to recognize
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the frequency of sexual assault in their individual campuses. By acknowledging the size

of the issue, schools are able to know how to deal with its situation.

The second step is not only raising awareness to the college community as a

whole, but also specifically providing a role for men to fulfill in order to prevent sexual

assault. This document recommends educating men through programs on how to

intervene when observing potential sexual assault situations. These programs also assist

students to understand that sexual assault is beyond an action that is frowned upon or

disapproved, but completely against social normality. While these programs raise

awareness to collegiate students, it has been questioned whether these scripted alcohol

awareness programs actually influence the decisions of students. (Vendituoli, 2014).

Education programs are essential, however, they must be effective.

The third action is to create a thorough and effective responding system on

campus. These systems will consist of trained officials that victims have access to talk to

in private. This step includes creating and enforcing a comprehensive policy that is clear

and simple for all victims to follow. With this, the victims experience reporting his or her

incident should be an easy process, allowing the victim some comfort in communicating

to their authoritative figures.

The final step is to increase transparency to the study body on campus. Post

secondary schools are recommended to discuss reported incidences in order to show

students what resources they have available to them. By having an open and comfortable
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conversation, its raise awareness throughout campus life. Students will have a clear

understanding of the policies of sexual assault, the consequences if sexual assault occurs,

as well as the procedures that victims go through when reporting a sexual assault.

Also established in order to increase transparency on campus is the Jeanne Clery

Act. The Jeanne Clery Act is a federal law that requires colleges and universities to

disclose crime statistics, annual security reports, and a public crime law. Now, students,

family members and prospective students will be able to view the incidences that

occurred on campus, they would not have otherwise known. By increasing this

transparency, similar to what the Not Alone document recommended, it provides a more

open and comfortable environment for victims to come forward with their reports.

Additionally, students, not necessarily victims, feel comfortable asking for further

information about sexual assault in general.

The Clery Act provides information so students can see the dangers on their

campuses. The Campus Sexual Violence Elimination Act (2013) was created in order

strengthen the response to and prevention of sexual assault in higher education. It

enforces transparency by collaborating with the campus authorities if a reporting crime to

law enforcement is needed. Victims also have the right to adapt their academic,

residential or transportation environments in order to feel secure on campus. Additionally,

students have access to information for counseling, health, mental health, victim

advocacy and legal assistance. The other components in this act require higher education
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schools to provide thorough investigation processes. It is required to provide school

programs to educate students about the seriousness of sexual assault on campus and how

students can prevent it from occurring.

Although all of these legislations, polices and laws have mandated higher

education institutions procedures of sexual assault adjunctions, many schools continue to

fail to accept this issue as an issue. As a result, collegiate students remain unsatisfied with

administrations actions to prevent this matter.

Some colleges create a difficult adjudication process by reporting false claims

about the incident. Thus, an uncomfortable environment through their reporting process.

For example, in the Hobart and William Smith College (Bogdanich, 2014), much like

other higher education institutions, it claimed that it possessed a zero-tolerance policy for

sexual assault. However, the unfair investigation reflected a lack of training of the

positions on the disciplinary panel. A student victim reported rape on three football

players that attended the same school. Multiple witnesses supported the victim that these

three college athletes each raped her a different time that night. Despite the evidence

clearly proving the athletes guilty, the disciplinary panel failed to completely and

objectively listens to the victim. They would ask her uncomfortable questions that forced

her to relive this traumatic experience. They published her information out to the school

so her peers and professors all knew about her allegation. Instead of supporting her and

comforting her in a time of need, the student body isolated her. Due to their lack of
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training, the victim received an unfair trail that resulted against her favor. Victims should

not feel unsupported through their time of reporting. Whether on not the allegation is

true, victims should be treated well. Hobart and William Smith College is not the only

school that possesses incomplete sexual assault procedures. 54 other schools were

reported to be under investigation for not meeting Title IX requirements (Hannah &

Grinberg, 2014). Although universities and colleges claim to possess clear procedures and

regulations, they may fail to follow through on their policies. Therefore, there needs to be

a change that ensures that all of these post secondary schools are supplying the best

resources and the most secure environment for collegiate students.

Higher education institution policies are constantly adapting. The Campus

Accountability and Safety Act (Stafford, 2015), for example, allows colleges and

universities to have more responsibility in addressing sexual violence on campus. This act

ensures that both the victim and the accused are safe and heard objectively. Although this

impartial procedure has many benefits, there are also critiques. For example, the

American Council on Education stated that it gives post-secondary schools too much

responsibility. Although there is still more to be done, majority of spectators agree that

this act is a positive step in the right direction.

Higher education institutions are also attempting to strengthen their policies.

Some, even when they have not been required an investigation. University System of

New Hampshire officials requested a state law firm to investigate all colleges and
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universities inside state boundaries (Ramer, 2015). They wish to know how they could

improve their policies in order to possess stronger secure campuses in the state of New

Hampshire. This tactic should be used in all national colleges and universities because it

provides the idea that any policies can always be improved and strengthened. Post

secondary schools should not wait until they publicized in the media as schools that do

not follow national regulations. They should be constantly adapting their policies

annually, to make them fit their campus environment.

These policy enactments and unfair disciplinary procedures all relate to college

and university faculty and administration. These school roles need to play an advocate

role in order to maintain sexual assault on their campus. Susan Hopp (2015), Linfield

Colleges Dean of Students states that Linfield follows the Clery Act and Title IX very

thoroughly. There is an annual crime report that is posted on the Linfield website for

prospective and current students to see. There is also a Title IX staff that provides

students with resources regarding this issue. When asked what Linfield College can

improve with their policies and procedures, Hopp states this school is doing everything

they can to discourage sexual assault. Hopp states that once policies are made and

students are aware of the issue, there is limited amount more that administration can do.

Professor Dawn Graff-Haight, a health education professor at Linfield College,

agrees with Hopps judgment of Linfield College, she believes this resources are a key

element to the prevention of sexual assault. Additionally, Graff-Haight states that one of
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the most beneficial elements of sexual assault is the amount of student leadership on

campus that schools provide in order to create awareness opportunities about sexual

assault. Linfield College provides such occasions with programs such as the Consent

Awareness Training Squad (2015), a group of trained students who teach incoming

freshmen the importance of consent and alcohol consumption. Students also partake in

sexual assault awareness events such as the Flags of Solidarity and Walk the Night.

By having students active about sexual assault prevention, it encourages students to

integrate sexual assault as a topic of discussion. By doing so, students feel more

comfortable come forward and report. Similarly, Tennessee reported that their university

has had an increase in reports. Normally, this would be viewed as a negative report.

However, Tennessee saw this as an improvement. By an increased number of reports, it

reflects that students feel more comfortable using on-campus resources and reporting

their incidences.

Michael Pothoff (2015), the dean of students for George Fox University, agrees

that it is important to have a comfortable reporting environment on campus. However, at

George Fox University, school regulations have barriers. The Lifestyle Agreement is an

agreement that students are required to sign, pledging not to participate in drinking

activities; Pothoff states that students are conflicted between reporting a sexual assault

and following the agreement. Pothoff proposes to have a policy that allows students to
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report their incident free of punishment from the agreement. However, students still are

hesitant to report on on-campus authorities.

While administration is working on polishing and mandating university and

college policies, collegiate students are playing an active role to make up a campus

culture where sexual assault is intolerable. For example, at Linfield College there are

many leadership opportunities where students are given a voice to speak to their peers

about the frequency of sexual assault. Mikenna Whatley (2015), a sophomore at Linfield

College has been a Consent Awareness Training Squad member and a victim crime

advocacy intern at the Yamhill country district attorneys office. She states that policies

and procedures are essential for when a sexual assault incident occurs. When students

raise awareness about sexual assault and supply knowledge to their peers that this cannot

happen in their college or university campus community that is what stops campus sexual

assault from occurring in the first place.

Students have become more vocal about their unsatisfying experiences with

college and university regulations. They are no longer afraid to accept their

disappointment. In Stanford University, for instance, a survivor upset about her

experience with the reporting of her sexual assault walked around campus with a mattress

on her back (Kadvany, 2015). This mattress represented the heavy emotional weight that

survivors had to carry constantly. This student would question Stanford administration;

will they carry her weight for her own well being? Another Stanford student was
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sexually assaulted and received probation post-graduation, meaning he cannot come back

on campus after he is graduated. This punishment for the accused still allowed him to be

walking on campus and have the opportunity to see the victim again. It does not help the

victim feel safe in her academic environment. This student became very vocal about her

lack of satisfaction with the disciplinary panel.

Other students have been stepping up and raising awareness of sexual assault to

their peers, without protesting. The Its On Us video has been spread through social

media platforms and YouTube channels. This video shows students, faculty and staff

stating that it is on them to stop sexual assault and to be more than a bystander. Whatley

(2015) brought this video production onto Linfield College campus, focusing on Linfield

Greek Life. According to Whatley, Greek life has been falsely associated with fraternity

parties, sexual violence and shallow individuals. The media focuses on the fraternities

and sororities that are caught hazing, sexually assaulted a student or other violent and

wrong action. However, Whatley states, spectators do not see the community service

Greek life participates in, the amount of money raised during a philanthropy event or the

high increase of GPA once in a sorority or fraternity. Greek life is often viewed

incorrectly. The Its On Us campaign, not only raises awareness to the students of Linfield

College from their peers, but it also focuses on the accurate portrayal of Greek life.

Sorority and fraternal members are recorded stating the importance of not being a

bystander, and pledging that it is on Linfield Greek life to end sexual assault.
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With policies made, procedures strengthened and student activism established,

there is still one increment to this issue, the media influence of campus culture. As

previously stated, Graff-Haight (2015) says that sexual assault needs to be viewed as

something completely against social norm. However, it is difficult to view the dominance

of a male taking advantage of a submissive female as inexcusable when students are

exposed to that kind of culture through media. Advertisements praise the ritualization of

subordination, making women look weak and submissive while men are omnipotent and

powerful. Males see these gender roles established and feel pressure to fulfill them,

resulting to aggressive sexual actions (Consent Awareness Training Squad, 2015). The

females body has been objectified in American society throughout history. Often times,

females are judge solely by their appearance, because of this; they are more likely to get

sexually assaulted. (Pauldi, 2008). In order to completely change the image of sexual

assault, we first need to eliminate gender role stereotypes illustrated through the media.

The media only one of sexual assaults influencing components. Studies have

found a relationship between the amount alcohol consumption and sexual assault

frequency (Williams, 2015). This correlation has swayed higher education institutions to

re-evaluate their policies. For instance, Dartmouth University is testing out a policy that

bands any hard alcohol above 30 proof on campus. The Ivy League university is

additionally creating a four-year mandatory sexual violence prevention and education

program for students. These adjustments are intended to minimize the potential chances
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of sexual assault sexual assault from occurring on-campus. Similar to Dartmouth, Brown

University enforced a spring-semester alcohol ban specifically targeting Greek life.

With all of this research, there are many benefits of individual schools creating

their own policy to follow, however, there are many hesitations as well. Will schools

create a strong and effective policy? Will they act on this policy or will they just claim

they have one and fail to perform? Can we trust schools such as Hobart and Smith

College (Bogdanich, 2014) to possess policies and procedures that make their campus

safe? The answer is no. Colleges and universities have been trusted to enforce their own

regulations, and too many of them are failing to do so. Although there cannot be a one-

size-fits all-national policy enacted that protects all victims from sexual assault. There

could be adjustable policies enacted so all students feel safe on their post secondary

school campus.

Sexual assault at higher education institutions has unfortunately become part of

college campus culture. Despite the federal policies and laws enacted to mandate college

and university procedures to prevent sexual assault, there is still more to be done in order

to completely control this issue. There is the question of what more can college and

university administration and national departments of education do. There are still holes

that need to be filled in order to prevent sexual assault. Although there are post secondary

schools that provide students with copious amounts of resources, there are other schools

that just fulfill the bare minimum of what federal laws and policies require. There should
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be a national policy enacted to require all schools to follow completely, as well as, a

policy that also possesses flexibility that each individual school and college and adapt to.

There is not one-policy-fits-all resolution, but instead a law that requires students and

administration to do everything in their power to raise awareness for red dress and we can

pick them up.

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