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Table of Contents
Introduction....................................................................................................................................4
Research Methods..........................................................................................................................6
Task 1. Completed research addressing the effectiveness and value of mandated gender
studies requirements by investigating similar programs implemented at other
universities..................................................................................................................................6
Task 2. Completed research addressing the faculty attitudes towards a mandated gender
studies requirement....................................................................................................................6
Task 3. Completed research addressing the perceived current extent of gender studies
education offered to students including sexual assault prevention, gender/sex
differentiation and attitudes towards adding a gender studies requirement........................7
Task 4. Completed research addressing the actual undergraduate requirements relating
to sexual assault prevent of gender studies education currently required of students........7
Results.............................................................................................................................................7
Results of Task 1.........................................................................................................................7
Results of Task 2.........................................................................................................................8
Results of Task 3.......................................................................................................................11
Results of Task 4.......................................................................................................................13
Conclusions...................................................................................................................................13
Recommendations........................................................................................................................14
References.....................................................................................................................................14
Appendix A University Memo..................................................................................................17
Appendix B - Faculty Attitudes Survey.....................................................................................19
Appendix C - Student Attitudes Survey.....................................................................................21
List of Figures
Figure 2.1: Faculty Survey Question 1.......................................................................................10
Figure 2.3: Faculty Survey Question 2.......................................................................................10
Figure 2.4: Faculty Survey Question 3.......................................................................................11
Figure 2.5: Faculty Survey Question 4.......................................................................................11
Figure 2.6: Faculty Survey Question 5.......................................................................................12
Figure 3.1 - Student Response for Awareness of Sexual Assault Prevention Education.......13
Figure 3.2 - Student Response for Awareness of Gender/sex Differentiation Education......13
List of Tables
Table 2.1 - Student Response for Attitude on Including Gender Studies Requirement
Introduction
The university setting is descending into a violent and unsafe arena. With increased risk factors,
such as binge drinking, for sexual violence prevalent on university campuses (Gohm, 2006), a
major social crisis is left to the authority of university administrators. In 2012, there were 3,900
reported incidents of forcible sexual assault on college campuses, an increase of 50% over three
years (Anderson, 2014). Though 3,900 incidents were reported, studies indicate that only one in
five incidents is reported to authorities (Hefling, 2014).
Though the media widely reports sexual assault as a womens issue primarily, the breadth of
assault spans much wider and the terminology surrounding sexual assault often times fails to
incorporate harassment against sexual minorities. Sexual minorities are victimized at a far higher
rate than the majority on campuses (Sanlo, 2004). Andrew S. Hayes writes in the article,
Homophobia Within Schools: Challenging the Culturally Sanctioned Dismissal of Gay Students
and Colleagues,: We conclude that while the weight of American Culture sanctions
homophobia, training educators and personnel about the nuances of institutional homophobia
may provide a fairer environment for gay students and colleagues (Hayes, 1998). Scholars
widely agree that the first step to inclusion and prevention of violence and hate is education at all
levels of the university.
For transgendered students across campuses, recognition has been slow to progress. Literature on
the transgendered college experience is lacking, and college campuses lag on acceptance and
information about the transgendered population (Beyman, 2003).
Statements concerning acceptance and tolerance are virtually absent in the Boise State
Universitys mission statement and in the subsequent Shared Values clause. President Obama
recently used the words lesbian, bisexual, and transgender in his 2015 State of the Union
Address, referring to Americas condemnation of the persecution of women, or religious
minorities, or people who are gay, lesbian, bisexual, of transgender. The culture surrounding sex
and gender identity is becoming inclusive at a national level within politics and workforces alike.
This poses an immediate need for gender education on all campuses across the country.
Understandably, a university would reflect the culture of the state it resides in. However, with
22% enrollment from out of state students (Boise State University, 2014), Boise State University
must evaluate the gender education, and encompassing subject education, offered to its students.
All Boise State University Students, including students of senior standing, transfer students, and
non-traditional students, should be required to accrue a minimum of one credit of gender studies
course(s) and material prior to graduation, or the university at a whole may face a future in which
it fails in graduating well-rounded and sensitive students to an increasingly more progressive
workforce.
Significant findings and recommendations: Our findings support the hypothesis that genderrelated education is limited at Boise State University but that faculty and student attitudes dont
overwhelmingly support the introduction of a gender studies requirement. Our conclusions lead
us to recommend further research and a push for awareness before such implementation could be
considered.
Organization of report: This report serves to explain our research methods as well as the
quantitative and qualitative data gained from such research. The conclusions drawn from the
results of our research and final recommendations for how to move forward are also provided
with appendices that further explain the results of our research.
Research Methods
The following tasks were completed in accordance with the research proposal to provide an
understanding of campus attitudes about, and the possible limitations of a mandated gender
studies requirement.
Task 1: Completed research addressing the effectiveness and value of mandated gender
studies requirements by investigating similar programs implemented at other universities.
One of the most important aspects of a program is education at all levels of a university (CORE
Blueprint, 2014), but as of 2009, only one university had implemented required attendance to a
sexual assault education events (Breitenbecher, 2009). To determine what such programs
universities have, an email questionnaire was created and sent to 13 peer universities with
questions regarding gender studies (see Appendix A.) Out of the 13, I received replies from two
universities. In an effort to gather more information, I called each of the universities to find
more appropriate contacts or other ways to obtain feedback. With suggestions for different
contacts, I re-sent several email messages, still with no feedback. I then went directly to the web
sites for each university and searched for any information regarding gender studies.
Task 2: Completed research addressing the faculty attitudes towards a mandated gender
studies requirement.
To understand the attitudes of faculty towards a gender studies requirement, current
administrators and professors of Boise State University were contacted. Qualitative and
anecdotal research concerning the need, the desired, approach, and the process of creating
mandated gender studies requirements were recorded. The research began by contacting the
current gender studies department to find out what kind of programs and education is currently in
place, and if any of that education is mandated.
Additionally, questions concerning the integration of proposed requirements into existing
requirements was addressed in the initial conversation. The first recommended step in the
document Shifting the Paradigm: Primary Prevention of Sexual Violence, a publication of the
American College Health Association, is organization and conversation between university staff,
administration, faculty, and students.
As per this suggestion, research was conducted to gauge administration and faculty involvement,
which is paramount to stressing the importance of requiring gender studies education across
campus (American College Health Association, 2008). An email was also sent to the current
chair of the University Foundations department to inquire about the possibility to integrating
proposed requirements.
Subsequently, a survey consisting of six questions to gage the attitudes of current faculty
members was sent to seven faculty members (see Appendix B). Each faculty members was
encouraged to forward it their colleagues in their department. Additional faculty members also
received the survey via group member involvement. The survey was live for approximately one
week. After this week, the survey had six responses from four different departments.
Task 3: Completed research addressing the perceived current extent of gender studies
education offered to students including sexual assault prevention, gender/sex
differentiation and attitudes towards adding a gender studies requirement.
Rebecca Hayes-Smith, author of Student Perceptions of Sexual Assault Resources and
Prevalence of Rape Myth Attitudes, believes that it would be critical to understand the extent of
the reach of current education to provide adequate research to move forward (Rebecca HayesSmith, 2010).
A survey was completed and distributed to a wide student base with the help of instructors and
the individual social media outlets of each group member. The questions were designed to be
concise and allow for Yes/No responses, ranges of awareness or ranges of agreement and
concluded with an option to include additional comments. See Appendix B for a list of specific
questions included in the survey.
The decision to request responses from current and past Boise State University students was
made to gain insight into those students that have left the university without such a requirement
to broaden their perspectives regarding gender awareness.
Results
Our research provided both quantitative and qualitative data relating to other university
programs, faculty and student attitudes, as well as current gender studies education offered at
Boise State University. The surveys provided useful metrics about current attitudes. For example,
student respondents were nearly split in their attitudes for including a gender studies requirement
with 19 indicating they disagree and 22 choosing an agreement statement.
Results of Task 1
The only mandated program that was found after searching online, making phone calls and
receiving email replies was San Francisco State University. See Appendix A for a list of all
universities contacted. According to Luoluo Hong, PhD, MPH, Vice President & Title IX
Coordinator, San Francisco State University:
SF State *requires* every entering new students freshmen, transfer, graduate to
participate in an online education module that addresses the intervention and prevention
of gender-based violence. At this time, the online training does not specifically address
gender-identity issues; however, beginning Fall 2015, we plan to launch a more
comprehensive and ongoing campaign of violence prevention education, and we will
incorporate components of social justice education to help students explore the
intersections of identity, including sexual orientation and gender. While this educational
component is not mandatory, we will make good-faith efforts to reach every student to
the best of our ability.
It is not obvious, without further investigation whether any of the other universities have
mandated programs. Also, there were no metrics in place stating that the programs that were in
place brought about any type of success rates in the areas of lowering rape, etc.
In general, all of the universities offer Womens studies with differing degrees of focus. Of the
13 universities, 2 offer only a Minor degree program; 7 offer both Minor and Major degrees; 1
offers Minor, Major and Masters; and 1 offers Minor, Major, Masters and a PhD program. One
university states that they offer a Minor and a Graduate certificate, while 1 offers a Minor &
Concentration.
Results of Task 2
After initial contact with Dr. Reshmi Mukherjee, the chair of the gender studies department at
Boise State University, Dr. Mukherjee responded confirming that she had completed the survey.
However, Dr. Mukherjee did not offer any additional feedback concerning the current standing of
gender studies at the university or the outlook for creating mandating gender studies
requirements for all Boise State University undergraduates.
The results of contact with a member of the University Foundations department provided
feedback from Dr. Caldwell-Okeefe:There is no specific gender studies or sexual assault
prevention requirement in any UF course. Many faculty address issues of gender equity and
include the women's center's bystander intervention workshop, which has been designed
specifically for UF200 and UF300 courses. The women's center can provide more information
about the latter.
Dr. Caldwell-Okeefe additionally suggested researching further the current University Learning
Outcomes in place for Boise State University. ULO 6 states: Apply knowledge of cultural
differences to matters of local, regional, national, and international importance, including
political, economic, and environmental issues. While this statement addresses cultural
differences, gender issues are not included in this statement.
The survey issued to faculty members provided data from six respondents from four different
university departments. The following figures provided detailed results from this survey. The
first figure address the response provided from faculty members concerning student attitudes
towards sexual minorities in their department. Five faculty members responded, while one chose
to skip the question. Overwhelming, the responses indicated that student attitudes towards sexual
minorities do not present an issue in the departments of the faculty that responded to the survey.
The second figure illustrates the faculty response to the question: Do you encounter
discrepancies between students within your department that you feel could be alleviated through
gender studies education? Eight percent of responders replied that they did not feel that
discrepancies between students within the department could be alleviated through gender studies.
One comment was made that the term discrepancies used in this question was, confusing.
The third figure illustrates the faculty response to address the attitudes towards the need for a
mandated gender studies requirement. Fifty percent of the responses indicated that faculty
members were neutral towards this question. The other fifty percent of responses indicated that
the responders agreed, or strongly agreed. One comment was made that the term discrepancy
used in the survey was confusing.
The fourth included figure addresses whether or not faculty members feel that students graduate
from Boise State University with adequate gender studies education. Seventy percent of
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responders disagree that students leave the university with gender studies needed.
The final included survey question addresses the adequate presence of sexual awareness
education offered to students at Boise State University. Fifty percent of responders disagreed that
students leave with adequate sexual assault awareness education, while the remaining fifty
percent were neutral or disagreed.
Results of Task 3
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An online survey was created to capture data about the current level of gender education, as well
as to determine the overall student attitude relating to the proposed gender studies requirement.
The survey hyperlink was distributed to current or past Boise State University students and
garnered 49 responses from students spanning approximately 26 majors or fields of study.
Awareness of sexual assault prevention education on campus appears to be moderately low
overall. While the majority of student respondents claim to be moderately aware of such
education, over 21 percent of respondents claim to be not at all aware of such education.
Figure 2 demonstrates student responses of their awareness.
Figure 3.1 - Student Response for Awareness of Sexual Assault Prevention Education
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Regarding how many students feel that either sexual assault prevention education or gender/sex
differentiation education was covered in a previous class, approximately two thirds indicated that
they did not experience such education. The final question requested a rating on the respondents
attitude about adding a gender studies requirement to all majors and the findings are
demonstrated in Table 1.
Table 2.1 - Student Response for Attitude on Including Gender Studies Requirement
Opposing attitudes were clear regarding students attitudes about including a gender studies
requirement for all majors. 60 percent of those that selected strongly disagree left a comment
to explain their choice of response. All comments provided can be seen in Appendix B; however,
the following comment appears representative of those who disagree with this proposed
requirement: Those who are interested should take those types of classes if available. It's unfair
to make it required for all majors.
Results of Task 4
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Although there is not a lot of information available regarding sexual assault prevention at Boise
State, the information available is found on the Womens Center page online. This page gives
viewers information on how to identify, respond to, and prevent sexual assault.
According to Dr. Orr, Sociology students are not required to take any classes that address gender
specifically but that many will take courses that are cross listed with Gender Studies such as
Feminist Theory and Gender & Aging. He also stated that almost every sociology class revolves
around race, gender and class, so students receive a lot of exposure to gender, tolerance and
sensitivity.
There is a Gender Studies minor offered that includes classes such as Introduction to Gender
Studies and Feminist Theory. Other than these and a few other courses, no other classes are
offered at the university.
Conclusions
Drawing conclusions from the data collected from the survey sent to other universities is difficult
due to a lack of responses given in the amount of time allowed. More time would be needed to
complete this survey. However, the few responses gathered from Boise State faculty show that
while a few agree, the majority have a neutral feeling toward a mandated gender studies
requirement. Of the same faculty surveyed, 65% disagreed with the statement that students
graduate with an adequate gender studies knowledge.
While surveying students about their awareness of sexual assault prevention and gender
differentiation, the comments section of the student survey provided some insight into the
confusions of the respondents and more information about their choices. The respondents were
nearly split in their attitudes for including a gender studies requirement. The question about
gender/sex differentiation appeared to be confusing to some respondents, which they voiced in
the comments. This may speak to the lack of definitions provided on gender-related terms but
also to the lack of awareness about such terms.
At this time students are not required to take any gender related courses unless they are minoring
in Gender Studies. Although sociology students are believed to receive classes that revolve
around race, class and gender, thus giving them a basic knowledge of gender, tolerance and
sensitivity.
Recommendations
With only 2 out of 13 replies from the universities surveyed, I feel that the results of this survey
are inconclusive. Based on the survey results from faculty members, it seems that a need is not
present to add additional requirements to undergraduate students at Boise State University.
Congruent with the student survey, these findings portray a climate that is no cohesive to
additional university learning objective requirements.
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Given the time constraints and resulting lack of response to the tasks pertinent to this research,
our overall recommendation at this time is to continue research on this subject. This pilot study
team could be put into place to determine the following:
Detailed class curriculum for a gender-based program.
The number of credit hours to be offered for a gender-based program.
The feasibility of making this a mandated study program for all students.
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References
American College Health Association. (2008). Shifting the Paradigm: Primary
Prevention of Sexual Violence. Linthicum, Maryland, United States of
America: ACHA.
Anderson, N. (2014, July 1). Sex offense statistics show U.S. college reports
are rising. The Washinton Post .
Badi G. Foster, G. J. (1988). Workforce Diversity and Buisiness (Vol. 42).
Training & Development Journal.
Beyman, B. (2003). Serving the Needs of Transgendered College Students.
Journal of Gay and Lesbian Issues in College Education, 1(1).
Boise State University. (2014, June 30). Facts and Figures. Retrieved February
1, 2015, from Boise State University: http://news.boisestate.edu/wpcontent/blogs.dir/1/files/2014/12/ffweb2015.pdf
Breitenbecher, K. H. (2009). Sexual assault on college campuses: Is an ounce
of prevention enough? (Vol. 9). Newark, New Jersey, United States of
America: Applied & Preventitive Psychology.
Brummett, M. C. (1993). Liberal and Radical Sources of Female
Empowerment in Sport Media. (Vol. 10). Milwaukee , Wisconsin, United
States of America: Sociology of Sport Journal.
CORE Blueprint. (2014, January 1). Culture of Respect. Retrieved February 1,
2015, from Culture of Respect: https://cultureofrespect.org/wpcontent/uploads/2014/10/CORE-Blueprint.pdf
Donohue, E. A. (1999). Sexual assault prevention programs: Current issues,
future directions, and the potential efficacy of interventions with
women (Vol. 19). Reno, Nevada, United States of America: Clinical
Psychology Review.
Foerty, B. K. (2007). Narratives about violence: The words of college
students (Vol. 44). Atlanta, Georgia, United States of America: The
Social Science Journal.
Gohm, A. M. (2006). An Examination of Sexual Violence Against College
Women (Vol. 12). Oxford, Misssissippi, United States of America: Sage
Publications.
Hayes, A. S. (1998). Homophobia Within Schools (Vol. 35). San Fransisco ,
California, United States of America: Journal of Homosexuality.
Hefling, K. (2014, December 11). ustice Department: Majority of campus
sexual assault goes unreported to police. PBS: The Rundown.
Huang, W.-H. D. (2012). Gender divide and acceptance of collaborative Web
2.0 applications for learning in higher education (Vol. 7). UrbanaChampaign, Illinois, United States of America: The Internet and Higher
Education.
Ito, S. (2010, Februray 25). New Report Shows 95% of Campus Rapes Go
Unreported. (ACLU, Producer) Retrieved February 1, 2015, from
American Civil Liberties Union: https://www.aclu.org/blog/womensrights/new-report-shows-95-campus-rapes-go-unreported
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Longhi, A. (2013, May 2013). Take a hard look at racism, sexism and
homophobia on college campuses. (T. Gaurdian, Producer) Retrieved
February 1, 2015, from The Gaurdian :
http://www.theguardian.com/commentisfree/2013/may/21/dartmouthcollege-real-talk-racism
Members, B. S. (2015, February 22). Faculty Survey. (S. Rosin, Interviewer)
Payne, B. K. (2008). Challenges responding to sexual violence: Differences
between college campuses and communities (Vol. 36). Atlanta,
Georgia, United States of America: Journal of Criminal Justice.
Rebecca Hayes-Smith, L. M. (2010, December 29). Student Perceptions of
Sexual Assault Resources and Prevalence of Rape Myth Attitudes.
Feminist Criminology.
Sanlo, R. (2004). Lesbian, gay and bisexual college students: risk, resilience,
and retention. Berkley , California, United States of America: Baywood
Publishing Co.
Students, B. S. (2015, February 20). Student Attitudes Survey. (L.
Rosenwinkel, Interviewer)
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Journal of College Student Development.
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http://www.bls.gov/oes/current/oes111021.htm
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From:
Subject:
Date:
The purpose of this memo is to request your help in a research investigation regarding mandated
gender studies at the university level.
SUMMARY
With increased awareness of Lesbian, Gay, Bisexual, Transgender (LGBT) rights and gender
inequality, we feel that it is critical that university students are graduating with education about
sexual assault prevention, gender tolerance and sensitivity.
In this research, we are investigating which universities currently have gender-related programs
in place, whether or not these programs are mandated, what specific areas are included in these
programs, and what metrics are used to determine their level of success.
PLEASE HELP US by answering the following questions:
Does your university currently have any gender-related programs in place?
If so, what are the main areas of focus?
Are these programs mandatory and if so, to what degree?
How effective are these programs in preventing intolerance and assault? (What metrics, if any,
have you put into place to show the level of success of these programs?)
If you do not currently have gender studies in place, do you have plans for these in the future?
Explain any details you have for future studies in these areas.
Thank you for any information you are able to provide.
Dorothy Sessions-Tobin
Student, Boise State University
This memo was sent as an email message was sent to the following recipients:
Proposal of Gender Studies Requirement
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3. Do you encounter discrepancies between students within your department that you feel
could be alleviated through gender studies education?
No
Yes
Other (please specify)
4. Do you agree or disagree that there is a need for mandated gender studies requirements
for undergraduate students at Boise State University?
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
5. Do you agree or disagree that students graduate with adequate gender studies
knowledge from Boise State University?
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
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6. Do you agree or disagree that there is adequate sexual assault awareness education
offered to students at Boise State University?
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
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4. Have any of your classes covered sexual assault prevention and/or gender/sex
differentiation education?
No
Yes
Other (please specify)
5. Rate your attitude on including a gender studies requirement for all majors:
Strongly
Disagree
Disagree
Neutral
Agree
Strongly Agree
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