Abstract
Statement of the Problem : Drawing on research findings and other resources, the researcher identified several problems with the California State University system’s online sexual violence prevention education, information, and resources. The researcher identified missing information from the CSU system’s required sexual violence and sexual misconduct prevention information, education, counseling, and resources. The researcher identified the scope of the problem, the consequences of misinformation and missing information then reported these finding for each of the 23 CSU’s campuses. It is the responsibility of the CSU system to provide diverse discussions and educational platforms for students regarding sexual violence and domestic violence prevention, rape culture, and rape myths. Sexual violence and domestic violence cannot be static a conversation therefore students should have access to online discussions and courses. Sexual violence and domestic violence prevention programs, conversations and courses should be informed by academic research and legal literature. American universities first implemented sexual violence prevention education programs in the 1980s (Worthen & Wallace, 2018). Sexual violence prevention programs did not become a standard of practice on CSU campuses until the passage of the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act of 1988 [Jeanne Clery Act]. The Jeanne Clery Act and Title IX are programs that are guided by federal laws that require all college and university campuses to provide students and other university staff with sexual violence and sexual misconduct prevention education and training (Worthen & Wallace, 2018). The Jeanne Clery Act of 2013 (S.47 Violence Against Women Reauthorization Act, 2013) supports Title IX, and federal laws that required universities to provide sexual violence prevention, response, and policy programs. The Jeanne Clery Act (1988) requires schools to track and publish all reported crimes by October 1 of each year. This mandated Annual Campus Security Report informs current and prospective students and employees. Annual Campus Security Reports must include crime logs, timely warnings, and crime statistics (S.47, 2013). Title IX and the Jeanne Clery Act guidelines protect student civil rights including discrimination based on sex and gender in educational institutions (S.47, 2013). Title IX and Jeanne Clery Act requires colleges and universities to take immediate and effective steps that can reduce a student’s exposure to sexual violence and sexual misconduct on campus (Jeanne Clery Act, 1988). The Jeanne Clery Act protects students who received federal student aid by mandating sexual violence reporting requirements for higher education institutions (Jeanne Clery Act, 1988). This study examined the 23 California State University (CSU) website’s access to online sexual violence and sexual misconduct prevention, information, education, and counseling programs. This study examined if the CSU systems sexual violence prevention programs were easily accessible, relevant, and provided up to date information and resources. Furthermore, this study sought to identify if the 23 CSU online sexual violence and sexual misconduct prevention, information, education, and counseling programs thoroughly addressed student diversity, gender, rape culture, rape myths, sexual and domestic violence. The 23 CSU campuses were scored zero to three, utilizing a rubric (Table 2) with nine questions, each question had specific search criteria. The researcher recorded and scored each campus’s access to required sexual violence and sexual misconduct information, access to reporting sexual violence, emotional support programs, sorority/fraternity advisor contact information, and if each campuses provided students with prior trauma the opportunity to opt-out of mandated training. Sources of Data : Data from the 23 California State University (CSU) online sexual violence and sexual misconduct prevention, information, education, and counseling programs were collected and analyzed. The researcher constructed a rubric (Table 2) with nine topic specific questions, each question having a specific search criterion. The researcher used a four-point scale to score each CSU campus website. The researcher utilized quantitative and qualitative methodology and provided a comprehensive content analysis of the online data collected. Conclusions Reached : Qualitative and quantitative methodology provided the researcher with the necessary tools to critical analyze the data collected from each of the 23 CSU’s websites. Using the rubric questions (Table 2) the researcher thoroughly assessed and scored each CSU’s website. It is the responsibility of the CSU system to provide students with accurate and up to date information and knowledge that helps students unpack the complex conversations of sexual violence prevention, rape culture and rape myths. The researcher found the California State University system did not always provide online access to a rigorous, up to date, and fact-based sexual violence prevention program.