1. The Nature of Violence on Campus: Framing Questions for Prevention Christopher Kilmartin, Ph.D. University of Mary Washington

2. Antifreeze.

3. What are the trends? The good news: violence in general is decreasing over the last 10 years.The good news: violence in general is decreasing over the last 10 years. The bad news: sexual assault does not appear to be decreasing.The bad news: sexual assault does not appear to be decreasing.

4. What are the trends? The good news (for us): campuses in general are safer than the rest of the world.The good news (for us): campuses in general are safer than the rest of the world. The bad news: sexual assault is much higher for college students than in the general population.The bad news: sexual assault is much higher for college students than in the general population.

5. What are the trends? At least 75% of public assault victims are men.At least 75% of public assault victims are men. The vast majority of sexual assault and serious domestic violence victims are women.The vast majority of sexual assault and serious domestic violence victims are women.

6. What are the trends? College and University athletes commit violent crimes at higher rates than students in the general population.College and University athletes commit violent crimes at higher rates than students in the general population. Males commit the majority of violent crimes.Males commit the majority of violent crimes. Most men are not violent, but most violent people are men.Most men are not violent, but most violent people are men.

8. The Gender Question How do we acknowledge male victims and female perpetrators and still address violence as a gendered issue?How do we acknowledge male victims and female perpetrators and still address violence as a gendered issue?

9. What is gender? The social pressure to behave and experience the self in ways that the culture defines as appropriate for your body.The social pressure to behave and experience the self in ways that the culture defines as appropriate for your body. It is very difficult to resist a pressure that you cannot name.It is very difficult to resist a pressure that you cannot name. We are not doing a good job of naming it for men.We are not doing a good job of naming it for men.

10. We need to teach men to resist gender pressure when: It conflicts with an important life goal.It conflicts with an important life goal. It hurts another person.It hurts another person.

11. The Culture/Gender Question How can we educate athletes generally about cultural pressure and specifically about gender pressure?How can we educate athletes generally about cultural pressure and specifically about gender pressure?

12. Four Factor Model Perpetrator pathology.Perpetrator pathology. Decision to Act violently.Decision to Act violently. Means to do harm.Means to do harm. Social support.Social support.

13. The Top-Down Approach Coaches, athletic directors, trainers, support staff, etc. are cultural (gendered) natives who also may have little gender education.Coaches, athletic directors, trainers, support staff, etc. are cultural (gendered) natives who also may have little gender education.

14. Leadership Questions How do we educate Athletic Directors, Coaches, and others about gender and the gendered aspects of violence?How do we educate Athletic Directors, Coaches, and others about gender and the gendered aspects of violence? How do we help them establish a climate of respect for all?How do we help them establish a climate of respect for all? What is your game plan for violence prevention?What is your game plan for violence prevention?

15. Risk Assessment: Sports Illustrated Study Criminal background checks on 2837 football players on rosters of SI 2010 preseason top 25: 7% had been in legal trouble prior to entering college. 40% of charges were for serious crimes.

16. And yet… Only 2 of the 25 universities perform criminal background checks.Only 2 of the 25 universities perform criminal background checks. Few have policies stating that felons cannot receive scholarships.Few have policies stating that felons cannot receive scholarships.

17. Criminal background question Should member schools be required to perform background checks (they’re cheap!) or other risk assessments?Should member schools be required to perform background checks (they’re cheap!) or other risk assessments? If so, what should they be required to do with the results?If so, what should they be required to do with the results?

18. Perpetrators Direct Facilitators Cultural Standard Bearers Sexism Inequality & Power Differences

19. Bystander Question How can we train players to intervene as bystanders when they see dangerous behaviors or attitudes?

20. Other Important Influences MediaMedia AlcoholAlcohol

21. Media and Alcohol Questions How can we help everyone to become more aware of and critical of toxic media messages?How can we help everyone to become more aware of and critical of toxic media messages? How can we acknowledge that many students drink underage without approving of it?How can we acknowledge that many students drink underage without approving of it? How can we address the gendered aspects of alcohol?How can we address the gendered aspects of alcohol? How do we educate about the connection between alcohol and violence without communicating that it causes violence?How do we educate about the connection between alcohol and violence without communicating that it causes violence?

22. The way we talk about violence The “opposite sex”The “opposite sex” The “battle of the sexes”The “battle of the sexes” “Between”“Between” “Sex scandal”“Sex scandal” “Domestic dispute”“Domestic dispute” Victim blamingVictim blaming

23. Language Questions How do we correct the language that smuggles in unhelpful assumptions? How do we correct the language that smuggles in unhelpful assumptions? How do we combat victim blaming and promote an understanding of it? How do we combat victim blaming and promote an understanding of it?

24. Resistance “We don’t want to drive a wedge between our men and women.”“We don’t want to drive a wedge between our men and women.” “We don’t want our players to lose their aggressive edge”“We don’t want our players to lose their aggressive edge” “We don’t have these problems because we don’t have football.”“We don’t have these problems because we don’t have football.” “Men working to end men’s violence? How insulting.”“Men working to end men’s violence? How insulting.”

25. Resistance Questions How can we overcome resistance?How can we overcome resistance? How can we convince stakeholders that violence prevention is entirely in concert with their athletic program goals?How can we convince stakeholders that violence prevention is entirely in concert with their athletic program goals? How can we educate men without their feeling shamed and blamed?How can we educate men without their feeling shamed and blamed?

26. The Good News Most people are good people and would never commit an act of violence. Most college athletes and college students drink moderately and responsibly. Most college men are offended by other men’s sexism. The attitude we want is already there for most people.

27. Good News Questions How do we amplify the healthy voices?How do we amplify the healthy voices? How do we motivate student athletes to educate themselves and influence other student athletes?How do we motivate student athletes to educate themselves and influence other student athletes? How do we tie non-violence and respect to one’s goals as an athlete and one’s goals in life?How do we tie non-violence and respect to one’s goals as an athlete and one’s goals in life? How do we go beyond minimum standards to aspirational ones?How do we go beyond minimum standards to aspirational ones?

28. The continuum of respect illegal or against policy DisrespectfulfullyDisrespectfulfully » respectful

29. Athletes all know about skill development When do we invest time and effort into learning a skill?When do we invest time and effort into learning a skill? --when we value the outcome.--when we value the outcome. How can we attain the level of striving, commitment, and effort in violence prevention that we attain in our athletic pursuits ?How can we attain the level of striving, commitment, and effort in violence prevention that we attain in our athletic pursuits ?

30. Remember the Antifreeze!Remember the Antifreeze!