Bystander Interventions for Sexual Assault Prevention Among Students in Greek Life
Bibliographic record
Abstract
Background: Bystander-based sexual violence (SV) prevention programs are critical on college campuses to meet federal Title IX requirements and have proven effective in reducing violence. Greek-affiliated students (members of fraternities and sororities) are at a higher risk for sexual assault than their peers, yet current training programs often do not address their specific needs. This dissertation comprises three interconnected studies that collectively aim to improve bystander intervention strategies for this high-risk group. Aim 1 - Scoping Review: A scoping review was conducted to identify and describe bystander intervention programs delivered to Greek-affiliated students in the US and Canada. An eight-database search was conducted following PRISMA-ScR guidelines. The review identified 81 unique sources, with 18 meeting the inclusion criteria. Eleven specific training programs were identified, encompassing qualitative, quantitative, and mixed-method studies. The thematic analysis revealed best practices, including the importance of peer leaders, interactive sessions, and tailored content to Greek culture, as well as barriers such as a lack of engagement and an inadequate session length. The review underscores the need for tailored interventions to effectively address the unique cultural characteristics and high-risk nature of Greek-affiliated students. These findings provide valuable insights for improving the design and implementation of bystander interventions to enhance their efficacy in preventing sexual violence within this population. Aim 2 - Mixed-Methods Study: Aim 2 employs a convergent parallel mixed-methods design, using data from the CDC-funded Multi-College Bystander Efficacy Evaluation (mcBEE) study. This research combines key informant surveys (n = 51) and interviews (n = 60) with student survey data (n = 7,876) to provide a greater understanding of bystander programs implemented with Greek Life. Thematic analysis was conducted for the qualitative data, while basic descriptive statistics were used for the quantitative data. The research revealed significant discrepancies between program awareness and actual training receipt, indicating barriers to participation. Strong relationships and university support were crucial for effective program delivery, with Greek life students playing a key role as peer opinion leaders. Tailoring interventions to address the unique cultural and social dynamics within Greek organizations proved essential for enhancing program relevance and effectiveness. Challenges such as maintaining program fidelity and limited capacity hindered the successful implementation and evaluation of these programs. The need for rigorous evaluation and engaging both new and established leaders within Greek organizations was emphasized. There is a critical need for effective, evidence-based bystander intervention programs tailored for Greek-affiliated students to enhance violence prevention
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How this classification was reachedexpand
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".