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Sexual Misconduct: Peer-Reviewed Scholarly Articles

This research guide provides resources on sexual misconduct with a focus on behavior perpetrated by faculty and clergy. Some resources are available through PLNU's Ryan Library and require a username and password from a current student, s


NOTE: Many of these articles are available through a database from Ryan Library and require a PLNU username and password. (Use the same username and password used for Canvas and your PLNU gmail account.)


Streng, T. K. & Kamimura, A. (2015). Sexual assault prevention and reporting on college campuses in the US: A review of policies and recommendations. Journal of Education and Practice, 6(3), 65-71. Retrieved from


Karjane, H. M., Fisher, B. S., & Cullen, F. T. (2005). Sexual Assault on Campus: What Colleges and Universities are Doing About it. Washington, DC: U.S. Department of Justice. Retrieved from

  • “A trauma response, which may involve high levels of psychological distress, some of it triggered by shame and self­blame, inhibits reporting.”
  • “The desire to avoid the perceived—and real— stigma of having been victimized also inhibits reporting.”


Sable, M., Danis, F., Mauzy, D., & Gallagher, S. (2006). Barriers for reporting sexual assault for women and men: Perspectives of college students. Journal of American College Health,  55,157-162. Retrieved from

  • “The barriers rated as the most important were (1) shame, guilt, embarrassment, not wanting friends and family to know; (2) concerns about confidentiality; and (3) fear of not being believed.”


It’s on Us. (n.d.). Retrieved from

Center for Changing Our Campus Culture. (2016). Retrieved from

  • "This comprehensive online clearinghouse provides important resources for colleges and universities on sexual assault, domestic violence, dating violence, and stalking.”

Centers for Disease Control and Prevention. (2016). Sexual Violence on Campus: Strategies for Prevention. Retrieved from

Henry, D. (1977). Yale faculty members charged with sexual harassment in suit. The New York Times. Retrieved from

  • This case helped establish that harassment of students by professors is a form of discrimination under Title IX.

Statistics on gender-based violence. (n.d.) Know Your IX. Retrieved from  

  • This national movement, led by self-identified survivors of sexual assault, is pressing colleges to strengthen policies, teaching students to file federal complaints, and lobbying for legislative change.

Office of Civil Rights. (n.d.) Questions and Answers on Title IX and Sexual Violence. US Department of Education. Retrieved from  

  • The U.S. Department of Education’s Office for Civil Rights released this policy guidance alongside the White House report to answer common questions about colleges’ responsibilities under Title IX.

National Council on Disabilities. (2018). Not on the Radar: Sexual Assault on College Students with Disabilities. Retrieved from


Chatterjee, R. (2018). A new survey finds 81 percent of women have experienced sexual harassment. Retrieved from


2018 Study on Sexual Harassment and Assault. (2018). Stop Street Harassment. Retrieved from

  • 81% of women have been sexually harassed or assaulted

Kearl, H. (2018). The Facts Behind the #MeToo Movement: A National Study on Sexual Harassment and Assault. Retrieved from


National Sexual Violence Resource Center. (2018). Bystander Intervention Tips and Strategies. Retrieved from


National Sexual Violence Resource Center. (2015). Statistics About Sexual Violence. Retrieved from  


National Sexual Violence Resource Center. (2016). Retrieved from


The National Intimate Partner and Sexual Violence Survey. (2017). Facts Everyone Should Know about Intimate Partner Violence, Sexual Violence, & Stalking. Centers for Disease Control and Prevention. Retrieved from


Graybill, R., Minister, M., & Lawrence, B. (2017). Sexual Violence in and around the classroom. Teaching Theology & Religion, 20(1), 70-88. doi:10.1111/teth.12369. Retrieved from

  • “Accepting the non-neutrality of the classroom makes it possible to challenge the cultures of violence present in spaces where we learn. The tradition of critical pedagogy asks faculty to consider how sexual violence is not only normalized at fraternity parties or in locker rooms but also in classrooms.”
  • “the teaching of religion and theology”
  • “Sexual violence policies on college campuses often place the wellbeing of the community above the needs of survivors.”
  • “if a few faculty members will take up the cause of sexual violence, the institution is able to present itself as “responding to the issue” or “taking things seriously” without substantially altering its practices.”


Barrett, B. J. (2010). “Is ‘safety’ dangerous? A critical examination of the classroom as safe space.” The Canadian Journal for the Scholarship of Teaching and Learning 1(1). doi:10.5206/cjsotl-rcacea.2010.1.9. Retrieved from


Burn, S. M. (2009). A situational model of sexual assault prevention through bystander intervention. Sex Roles, 60(11/12), 779-792.


Carey, K. B., Durney, S. E., Shepardson, R. L., & Carey, M. P. (2015). Incapacitated and forcible rape of college women: Prevalence across the first year.” Journal of Adolescent Health, 56(6), 678–680. Retrieved from

Articles continued

Paul, L. A. & Gray, M. J. (2011). Sexual assault programming on college campuses: Using social psychological belief and behavior change principles to improve outcomes. Trauma, Violence, & Abuse, 12(2), 99-109. Retrieved from


Potter, S. J., Edwards, K. M., Banyard, V. L., Stapleton, J. G., Demers, J. M., & Moynihan, M. M. (2016). Conveying campus sexual misconduct policy information to college and university students: Results from a 7-campus study. Journal of American College Health, 64(6), 438-447. Retrieved from


Holloy, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. Retrieved from


Lisak, D., & Miller, P. M. (2002). Repeat rape and multiple offending among undetected rapists. Violence and Victims, 17(1), 73–84. Retrieved from


Goossen, Rachel Waltner (2015). 'Defanging the beast': Mennonite responses to John Howard Yoder's sexual abuse." Mennonite Quarterly Review. 89(1), 7–80. Retrieved from


Goossen, R. W. (2016). Mennonite bodies, sexual ethics: women challenge John Howard Yoder. Journal of Mennonite Studies, 34, 247-259. Retrieved from


Leon, C. S. (2016). Law, mansplainin', and myth accommodation in campus sexual assault reform. Kansas Law Review, 64(4), 987-1025. Retrieved from

  • “this case study investigates the question, why don't we do more to address sexual violence?”

Haaken, J. (2017). Many mornings after: Campus sexual assault and feminist politics. Family Relations, 66(1), 17-28. Retrieved from


Weiser, D. A. (2017). Confronting myths about sexual assault: A feminist analysis of the false report literature. Family Relations, 66(1), 46-60. Retrieved from

  • “The inaccurate belief that women often lie about sexual assault and blame innocent men for a crime they did not commit is a harmful myth circulating in the wider culture, including on college campuses.”
  • Recommendations on how to address the “false-accusations myth” in the classroom


Sharp, E. A., Weiser, D., Lavigne, D., & Corby, K. (2017). From furious to fearless: Faculty action and feminist praxis in response to rape culture on college campuses. Family Relations, 66, 75–88.


Hlavka, H. (2014). Normalizing sexual violence: Young women account for harassment and abuse. Gender and Society, 28(3), 337-358. Retrieved from

Goodstein, J., & Aquino, K. (2010) And restorative justice for all: Redemption, forgiveness, and reintegration in organizations. Journal of Organizational Behavior, 31(4), 624-628. Retrieved from


Weiss, D. S., & Lalonde, R. N. (2001). Responses of female undergraduates to scenarios of sexual harassment by male professors and teaching assistants. Canadian Journal Of Behavioural Science, 33(3), 148-163. Retrieved from


Smith, C. P., & Freyd, J. J. (2014). Institutional betrayal. American Psychologist, 69(6), 575-587. Retrieved from


Underwood, A. (2003). Doing justice in cases of clergy abuse of power: A legal perspective. Journal of Religion & Abuse, 5(1), 35-65. Retrieved from


Fortune, M. M. (1994). Is nothing sacred? The betrayal of the ministerial or teaching relationship. Journal of Feminist Studies In Religion, 10(1), 17-26. Retrieved from


Helsel, P. B. (2015). Witnessing the body's response to trauma: Resistance, ritual, and nervous system activation. Pastoral Psychology, 64(5), 681-693.


Dixon, N. (1996). The morality of intimate faculty-student relationships. The Monist, 79(4), 518. Retrieved from


Smith, C. P., & Freyd, J. J. (2017). Insult, then Injury: Interpersonal and Institutional Betrayal Linked to Health and Dissociation. Journal Of Aggression, Maltreatment & Trauma, 26(10), 1117-1131. Retrieved from  


Ahmed, S. (2010). Feminist killjoys (And other willful subjects). The Scholar & Feminist Online, 8(3). Retrieved from

  • This article exposes the paradox of blaming the feminist for being a killjoy. The feminist is labeled a killjoy because it is the feminist who is the one who reminds the world of injustice. Instead of disapproval being directed at the injustice being brought up, the disapproval is wrongly placed on the feminist who brought awareness of the injustice to light. In the second half of the article, the same argument is applied to the person of color who speaks out against racism, specifically women of color who are feminists, or womanists, speaking out against injustices experienced by women of color. The articles calls for an unapologetic occupation of the position of “killjoy” if being a killjoy means injustices are no longer ignored and are instead acknowledged and rectified.