Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health
effects are well known, it is only recently that attention has focused on how sexual violence is related to educational outcomes,
particularly women’s education. This study contributes to this area and examined the relationship between types of sexual
violence and behavioural and attitudinal indicators of academic performance and persistence among students reporting
sexual violence. Undergraduate women attending universities in Ontario, Canada (N = 934) responded to survey measures of
academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence
is associated with women’s deteriorating academic performance including and beyond grades. Female students who experienced
sexual violence reported more delays and failures on assignments, courses and exams and were more likely to endorse
attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual
violence experienced was also related to academic performance with completed sexual assaults associated with more delays,
failures and non-attendance behaviours than other forms of unwanted sexual behaviours. The results are discussed in terms
of the need to understand new and additional aspects of academic performance and persistence as well as factors that may
contribute to outcomes for students. Findings have implications for intervention and policy development.
Keywords: academic performance, sexual violence, undergraduate students
Elizabeth Warren, it turns out, was a great professor. That’s one of the key takeaways from Rebecca Traister’s fascinating essay, published last month, on the subject of what Warren’s pedagogy means for her political prospects. Traister quotes former students who still rave about Warren’s courses. But the piece is interesting for more than just its recap of her teaching excellence,
Faculty Learning Communities (FLC) are spaces that allow for improving one’s pedagogy, seeking intellectual stimulation, meeting other colleagues who are interested in similar topics, or simply fulfilling service duties assigned by a higher institution, among others. As a senior lecturer in my former institution, I facilitated an FLC in which my goal was to create a community where my colleagues and I could engage with educational content, material, and research from different perspectives in the United States and abroad. I also wanted to create a space to connect with others and reduce faculty burnout. The FLC I
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