Repairing Postsecondary Sexual Violence Prevention by Centering the Critical Consciousness of Marginalized Students

• In Event: College Student Well-Being, Socialization, and Identity

Abstract

Many U.S. post-secondary institutions influence peer norms around sexual violence by utilzing peer educators. We conducted nine semi-structured interviews with incoming undergraduate sexual violence peer educators who discussed their motivations for doing this work and anticipated challenges. We analyzed their responses using the power-conscious framework for understanding and addressing sexual violence. The findings were: 1) students were motivated to do this work by personal or peer experiences of violence; 2) students wanted to talk with peers who shared their experiences of marginalization; and 3) students anticipated challenges discussing sexual violence with peers who had privilege. Implications for repairing postsecondary sexual violence prevention by centering the experiences of peer educators in relation to power and identity are discussed.

Authors

• Anne E. Dufault, Suffolk University

• Miriam R Arbeit, Suffolk University