Influence of Sexual Socialization, Gender Roles and Patriarchal Norms on Rape Myth Acceptance among South Asian Students in Canada
Bibliographic record
Abstract
Sexual violence within the South Asian community in Canada is less researched than other forms of violence against women. Emphasis on the loss of chastity during sexual violence, a narrative found within the South Asian community, is a type of victim blaming that could help perpetuate rape myth acceptance among South Asian individuals.Social learning theory and the ecological systems theory point towards certain processes, attitudes, and beliefs within all cultural communities that can shape individuals’ perception on rape myths. The current study examined whether factors such as gender, sexual socialization, attitudes towards gender roles and patriarchal norms could predict levels of rape myth acceptance among students of South Asian ancestry in Canada. A diverse sample of 116 South Asian students in Canada (60 men and 56 women), born and raised in Canada and South Asia, between the ages of 17-25, completed an online quantitative survey. As expected, male students held higher levels of rape myth acceptance than female students. Beyond the effects of gender, students who held more traditional attitudes towards gender roles and endorsed patriarchal norms at higher levels also reported higher levels of rape myth acceptance. While men received more permissive messages about sex than did women, sexual socialization was unrelated to rape myth acceptance when other attitudes were considered. These findings demonstrate the influence of gender, attitudes towards gender roles and patriarchal norms in shaping levels of rape myth acceptance held among South Asian students in Canada.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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".