An imperfect feminist journey: Reflections on the process to develop an effective sexual assault resistance programme for university women
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The work of feminist researchers to develop sexual assault resistance education programmes for women builds on the early work by feminist activists, self-defence instructors and other educators who stressed the importance of self-defence training for women. My research programme is strongly allied with this feminist herstory. My goals when I began were: to put feminist and social psychological theories into practice; to expand and reinforce young women’s knowledge and skills so that they are better able to defend themselves against sexual coercion and assault by known men; and to facilitate broader social change on sexual assault, at least on my own campus and city. There have been four major areas where anticipated and unanticipated conflicts or dilemmas between my feminist values and beliefs and my practice arose. These were: (1) keeping responsibility on male perpetrators while designing and offering programmes for women; (2) making male responsibility and female empowerment palatable to young women; (3) facing the limitations of an individual approach to a social problem; and (4) making the research conform to granting agency expectations. This article is my attempt to make visible the feminist struggles and successes that I encountered on the journey.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it