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Sexual harassment in the college classroom activities

Since then, awareness of sexual...

Across the worldinstitutions of higher education are being forced to examine whether their policies and procedures reinforce a rape culture. They can also push back in their classrooms by teaching about rape culture. My students balk at the suggestion Sexual harassment in the college classroom activities rape is normalized, but I have found that asking them to recount the plot of the movie Superbad -- young men hunt to secure alcohol so they can get young women drunk enough to have sex with them -- is effective in demonstrating how normal rape is, especially among young people.

I explain that part of rape culture is our reliance on victim blaming and how we teach people not to get raped rather than teaching people not to rape. These problematic efforts suggest that victims need to take steps to protect themselves from assault and says nothing to or about potential perpetrators. I have developed a classroom activity that I have found useful for teaching the concept of rape culture. I begin by presenting my students with the following scenario, which I borrow from my days working as an undergraduate peer educator for Sexual harassment in the college classroom activities group now called Healthycats at Texas State University.

Mary and Bob know each other from class, and they decide to go out together one evening.


They go to a bar, and each consumes several drinks. Mary goes to the bathroom, and when she comes out she has her shirt untucked and her bra is off. She suggests they go back to her room and order dinner in. They eat dinner and lie next to each other on the floor. Bob caresses her face and kisses her. Mary enjoys it and kisses him back. Bob then carries "Sexual harassment in the college classroom activities" to the bed and kisses her again.

When we reconvene as a class, I ask each group to report their ranking of the scenario with Mary and Bob, and I record them on the whiteboard. The rankings usually range from 2 to 5, with most numbers falling between 3. Oh yeah, students always seem to want a 0. Next, I ask the groups that ranked the scenario with a score of 3.

As these groups share their decision making with the rest of the class, I take notes on the board.

After we have exhausted their comments, I then ask those groups who offered a score of 4 or 4. And then, finally, I invite the groups that gave a 5 to share their reasons for this ranking. The students who label the scenario as rape usually note that Mary said no more than once and explain that giving in does not sound like something she wants to be doing.

Those groups prioritize what Mary has said when they gave a score of 5 meaning rape. Without fail, the responses given by those groups who offered a score below 5 include references to what Mary has donewhat her behavior signifies regardless of what she actually says. Mary took off her bra; Mary invited Bob up to her room; Mary did not physically fight back. Does giving consent to one activity, like oral Sexual harassment in the college classroom activities, mean consent has been given for all sexual activities?

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