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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

Articles

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.)

 

Ahmed, S. (2010). Feminist killjoys (And other willful subjects). The Scholar & Feminist Online, 8(3). Retrieved from http://sfonline.barnard.edu/polyphonic/ahmed_01.htm

  • 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.

 

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

https://ir.lib.uwo.ca/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1005&context=cjsotl_rcacea

 

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

http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508066791&site=ehost-live

 

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 http://www.jahonline.org/article/S1054-139X(15)00076-2/pdf

 

Dixon, N. (1996). The morality of intimate faculty-student relationships. The Monist, 79(4), 518. Retrieved from http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=9701316833&site=ehost-live

 

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 http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLA0000877850&site=ehost-live

 

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 http://www.jstor.org.pointloma.idm.oclc.org/stable/41683932

 

Goossen, R. W. (2015). 'Defanging the beast': Mennonite responses to John Howard Yoder's sexual abuse." Mennonite Quarterly Review. 89(1), 7–80. Retrieved from http://www.bishop-accountability.org/news5/2015_01_Goossen_Defanging_the_Beast.pdf

 

Goossen, R. W. (2016). Mennonite bodies, sexual ethics: women challenge John Howard Yoder. Journal of Mennonite Studies, 34, 247-259. Retrieved from http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rfh&AN=ATLAn4077846&site=ehost-live

 

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

http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=120669265&site=ehost-live

  • “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.”

 

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

http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123087867&site=ehost-live

 

Helsel, P. B. (2015). Witnessing the body's response to trauma: Resistance, ritual, and nervous system activation. Pastoral Psychology, 64(5), 681-693. http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=109078171&site=ehost-live

 

Hlavka, H. (2014). Normalizing sexual violence: Young women account for harassment and abuse. Gender and Society, 28(3), 337-358. Retrieved from http://www.jstor.org.pointloma.idm.oclc.org/stable/43669888

 

Holloy, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49-64. Retrieved from http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=17017052&site=ehost-live

 

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

http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ofm&AN=118579306&site=ehost-live

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

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

https://www.davidlisak.com/wp-content/uploads/pdf/RepeatRapeinUndetectedRapists.pdf

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 http://journals.sagepub.com/doi/pdf/10.1177/1524838010390710

 

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 http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=118293755&site=ehost-live

 

 

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 http://www.middlebury.edu/media/view/240971/original/sable_article.pdf

  • “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.”

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. http://rdcu.be/HLGL/

 

Smith, C. P., & Freyd, J. J. (2014). Institutional betrayal. American Psychologist, 69(6), 575-587. Retrieved from http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2014-36500-001&site=ehost-live

 

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 http://dynamic.uoregon.edu/jjf/articles/sf2017.pdf   

 

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 https://files.eric.ed.gov/fulltext/EJ1083737.pdf

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 https://search-proquest-com.pointloma.idm.oclc.org/docview/229494668?accountid=13223

 

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

http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=123087856&site=ehost-live

  • “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

 

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 http://pointloma.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2001-01771-002&site=ehost-live