Sexual Assault Education Programs: A Meta-Analytic Examination of Their Effectiveness

By L. A. Anderson, S. Whiston. 2005

548 citations recorded by the source corpus.

Subfields: Gender Studies, Health, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/4656c849b06d4397c44ded65f270d24aec3e8598

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

In Health

In Sociology and Political Science

Citations in the corpus

A Situational Model of Sexual Assault Prevention through Bystander Intervention (2009, background): “Anderson and Whiston (2005) identified four primary types of content in sexual assault prevention education programs: informative (provide factual information and statistics, review myths and facts, consequences of rape, and rape scenarios); empathy focused (help participants”
Stop Blaming the Victim: A Meta-Analysis on Rape Myths (2010, background): “Most rape-prevention programs have been found to have only a short-term impact on the participants (Anderson & Whiston, 2005; Flores & Hartlaub, 1998), which highlights the fact that attitudes and beliefs about rape are complex and resistant to change (Rozee & Koss, 2001).”
Why Is Fraternity Membership Associated With Sexual Assault? Exploring the Roles of Conformity to Masculine Norms, Pressure to Uphold Masculinity, and Objectification of Women (2018, background): “Previous research has found that prevention programs that include units on gender socialization are effective at reducing sexism and rape myth acceptance (Anderson & Whiston, 2005; Eckstein & Pinto, 2013; Stewart, 2014).”
A systematic review of primary prevention strategies for sexual violence perpetration (2014, background): “Three meta-analyses examined the effectiveness of educational prevention programming with college students (Anderson & Whiston, 2005; Brecklin & Forde, 2001; Flores & Hartlaub, 1998), but two of these focused only on attitudinal outcomes (i.e., Brecklin & Forde, 2001; Flores & Hartlaub, 1998).”
Evaluation of a Sexual Assault Risk Reduction and Self-Defense Program: A Prospective Analysis of a Revised Protocol (2008, result): “This result is especially surprising given results of Anderson and Whiston’s (2005) recent meta-analysis that documented that knowledge of sexual assault is often the most significant effect of sexual assault programming.”
Sexual harassment in higher education – a systematic review (2020, background): “…questions of methodology, where more attention should be paid to ensuring the selection for studies of sexual harassment and sexual violence corresponds to the diversity that exists within higher education institutions (Anderson and Whiston 2005; Fedina, Holmes, and Backes 2018; Voth Schrag 2017).”