1. Undergraduate Perspectives on University Sexual Consent Policy by Gender Mary M. Martin (Miami University, Family Studies & Social Work) DIFFERENCE IN PERSPECTIVES ON SEXUAL CONSENT POLICY BY GENDER INTRODUCTION RESEARCH QUESTION Data from undergraduate Midwestern University Students, ages 18+ Adopted and modified survey instrument from “Sexual Consent Policy Scale” (Humphrey & Herold, 2003) Surveyed once between February-April 2016 Convenience sample using university listservs and social media Employed t-tests and 2x2 chi-square test Do undergraduate perspectives on university sexual consent policy differ by gender on the following scales: ability to improve sexual communication, to be realistic, to be easily applied, to reduce sexual assault, to be applied in personal sexual communication, and to be enforced? DEMOGRAPHIC INFORMATIONFINDINGS There was no difference in the mean levels of perception based on the policy’s ability to improve sexual communication, be realistic, and reduce sexual assault. There was a significant difference in the mean levels of perception based on the policy’s ability to be easily applied, be incorporated into personal sexual encounters, and be enforced by universities. A 2x2 chi square test indicated that the relationship between gender and holding an affirmative operationalization of consent is not significant, (1, N=133) = 3.761, p >.05. DISCUSSION Men are less likely than women to view the university affirmative sexual consent policy as easily applicable, easily incorporated into personal sexual encounters, and enforceable. Educational initiatives should be created to address how affirmative consent policy is applied and enforced by universities. Further research should focus on evaluating the effectiveness of educational initiatives to inform sexual consent policy. SAMPLES AND METHODOLOGY According to symbolic interaction theory, actions have meanings that often indicate broader patterns of learning in society (Schutt, 2015). Often, certain labels or identities influence consequential decisions that serve to reinforce said identity (Scutt, 2015). When studying consent to sexual activity on college campuses, symbolic interaction theory suggests that one’s gender identity could shape students’ perceptions of university consent policies (Margolin, 1990). Overall, this study aims to analyze gender differences among undergraduate student perceptions of university consent policies. Fisher, B.S., Cullen, F.T., & Turner, M.G. (2000). The Sexual Victimization of College Women. National Institute of Justice, Bureau of Justice Statistics. Humphreys, T., & Herold, E. (2003). Should universities and colleges mandate sexual behavior? student perceptions of Antioch college's consent policy. Journal Of Psychology & Human Sexuality, 15(1), 35-51. Humphreys, T., & Herold, E. (2007). Sexual consent in heterosexual relationships: development of anew measure. Sex Roles, 57(3/4), 305-315. doi:10.1007/s11199-007-9264-7 Jozkowski, K. N., & Peterson, Z. D. (2014). Assessing the Validity and Reliability of the Perceptions of the Consent to Sex Scale. Journal Of Sex Research, 51(6), 632-645. doi:10.1080/00224499.2012.757282 Margolin, L. (1990). Gender and the stolen kiss: The social support of male and female to violate a partner's sexual consent in a noncoercive situation. Archives Of Sexual Behavior, 19(3), 281- 291. doi:10.1007/BF01541553 New, G. (2014). The ‘yes means yes’ world. Inside Higher Education. Retrieved April 2 2016 from https://www.insidehighered.com/news/2014/10/17/colleges-across-country-adopting- affirmative-consent-sexual-assault-policies Schutt, R.K. (2015). Investigating the Social World: The Process and Practice of Research. Sage: Canada. REFERENCES