Fostering men's responsibility for preventing sexual assault.

By Alan Berkowitz. 2002

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/974bad9b18280077901a1df3cc4d3aa46c67fc6e

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In Gender Studies

Citations in the corpus

Evaluation of a Sexual Assault Risk Reduction and Self-Defense Program: A Prospective Analysis of a Revised Protocol (2008, background): “For example, a number of researchers of sexual assault prevention programming for men have noted the usefulness of providing programming efforts to intact groups of men who share similar social norms (Berkowitz, 2002).”
Rape myth acceptance: cognitive, affective and behavioural effects of beliefs that blame the victim and exonerate the perpetrator (2013, methodology): “These results corroborate Berkowitz’s (2002) proposal that men who believe that their peers are using coercive methods to obtain sexual relations are more likely to engage in similar behaviours themselves.”
Rape Prevention and Risk Reduction: Review of the Research Literature for Practitioners (2009, unknown): “In all-male programs, it may also be easier for workshop facilitators to avoid discussions that focus on assigning responsibility for sexual assault to women; such discussions are common in mixedgender programs (Berkowitz, 2002).”
Applications of social norms theory to other health and social justice issues. (2003, unknown): “Interventions designed to reduce its prevalence either focus on teaching women risk awareness and deterrence strategies to decrease the chances of an assault, or they emphasize men’s responsibility for ending violence against women (Berkowitz, 1998A, 2002).”
College Students as Helpful Bystanders Against Sexual Violence (2014, background): “Social norms, specifically perceptions about peers’ attitudes and behaviors, are relevant in the context of helping because they may affect willingness to intervene as a bystander (Berkowitz, 2002).”
Fostering Healthy Norms to Prevent Violence and Abuse: The Social Norms Approach (2010, background): “…that most college students underestimate the extent to which their peers are intolerant of homophobic remarks (Bowen & Bourgeois, 2001; Dubuque et al, 2002) and may be willing to confront these remarks when made aware that peers also feel uncomfortable (Berkowitz 2002A; 003A; Smolinsky, 2002.)”
Sexual Violence Prevention through Bystander Education: An Experimental Evaluation. (2007, background): “…use of a bystander approach to the widespread problem of sexual violence prevention across campuses and other communities ~e.g., Banyard, Plante, & Moynihan, 2004; Berkowitz, 2002; DeKeseredy, Schwartz, & Alvi, 2000; Foubert , 2000; Foubert & Marriott, 1997; Katz, 1994; Slaby & Stringham, 1994!.”
A Situational Model of Sexual Assault Prevention through Bystander Intervention (2009, background): “Recent recommendations for more effective sexual assault prevention programs include a focus on the role of the bystander (Banyard et al. 2004; Berkowitz 2002; Schewe 2002).”
Document Title: Rape Prevention Through Bystander Education: Bringing a Broader Community Perspective to Sexual Violence Prevention (2004, methodology): “To address such issues, previous work draws upon the social psychology literature on persuasion ~e.g., Lonsway, 1996! and work on social norms ~e.g., Berkowitz, 2002, 2003!.”
Sexual Assault Education Programs: A Meta-Analytic Examination of Their Effectiveness (2005, background): “Similarly, Berkowitz (2002) and Rozee and Koss (2001) argued that mixedgender programs are less effective because men may become defensive in the presence of women. Brecklin and Forde (2001) explored this issue in their meta-analysis and concluded that single-gender programs are indeed more effectiv”