'Yeah but, it's funny if she does it to him': comparing ratings of acceptability, humour, and perpetrator and victim blame in female-to-male versus male-to-female domestic violence scenarios

Background: Data suggests that an increasing number of women are being arrested for intimate partner assault (Martin, 1997). Research has also shown how male and female offenders may have different reasons for offending and may require different domestic violence programs to reduce repeat offending (Henning, Jones & Holdfold, 2005). However, relatively little is known about how male-to-female versus female-to-male domestic violence (DV) is judged by others. Methods: This study presented 20 male undergraduates and 20 female undergraduates with vignettes depicting a scenario of either male-to-female or female-to-male DV. Participants rated these scenarios on how acceptable and humorous the scenario was, as well as how much they attributed blame to the victim and perpetrator. Participants also completed a questionnaire assessing the relationship of power to sex (Chapleau & Oswald, 2010). Results: 2 (Gender) x 2 (Vignette Type) ANOVAs were computed for each scale. Results showed that whilst acceptability was low for both scenarios, participants found female-to-male DV more humorous. In addition, whilst across both scenarios participants placed high blame on the perpetrator, participants placed more blame on the victim in the female-to-male DV scenario. In addition, for all participants, ratings given to DV scenarios were positively correlated with how strongly they related power-to-sex. Conclusions: These results indicate that, even though it is viewed as equally unacceptable, both men and women view female-to-male DV as ‘funnier’, and also believe that the victim was more to blame in these scenarios – suggesting that overall DV towards men may be taken less seriously. This study demonstrates that, in addition to different DV treatment programmes for offender, attitudes towards male victims of DV also need to be targeted

Rape myths as a challenge to objective policing: exploring attitudinal antecedents of rape myth acceptance and police officers' judgements of rape scenarios

Background: Rape cases are chronically under-reported to police at around 20%, and suffer from worrying levels of attrition (Lea, Lanvers & Shaw, 2003). Attitudes held by police officers representing acceptance of rape myths (among others) may contribute to this, by influencing decisions taken when dealing with victims. Indeed, research has demonstrated that, despite changes in practice in the UK, rape myth acceptance, and specifically victim blaming, is still present in police officers (Page, 2010; Sleath & Bull, 2012; 2015), may affect decision making (O’Keeffe, Brown, & Lyons, 2009), and may discourage woman from reporting sexual violence (Jordan, 2001, 2004; Page, 2010). This study investigated how levels of these attitudes differ between officers with and without specialist training, compared to undergraduate students, as well as how they relate to each other in an attitudinal framework. In addition, varying rape scenarios were presented to assess differences in victim and perpetrator blame between these groups. Methods: An anticipated (current) 100 (40) undergraduates, 250 (60) police officers, and 250 (50) specialist officers in sexual offences will complete measures of Ambivalent Sexism (Glick & Fiske, 1996), Hostility Towards Women (Lonsway & Fitzgerald, 1995), Power and Sex (Chapleau & Oswald, 2010), and Acceptance of Modern Myths about Sexual Aggression (Gerger, Kley, Bohner, & Siebler, 2007). Participants will also make victim blame judgements on rape scenarios that vary on victim reputation, relationship to perpetrator and point of initial resistance. Statistical analysis will explore the relationship between the attitudes, and their relation to victim blame judgements, across groups

Using feed-forward strategies in higher education. The terrifying novel assignment: using feed-forward to improve students' ability and confidence on assignments that test new skills

Within higher education it is strongly agreed that feedback is the most important way of raising student achievement and encouraging student learning (Gibbs and Simpson, 2005). Feedback is regarded as inseparable from the learning process, and is integral to several theories of learning (e.g. Kolb, 1984). With regards to academic performance, feedback helps students understand their performance, as well as how to perform to a higher standard on future assignments. In addition, feedback provides students with the confidence and the belief they have control over their success in higher education, as well as ongoing motivation throughout their degree. However, over the past 15 years, numerous problems with feedback have been identified. Indeed, students report sector-wide dissatisfaction with feedback (Bloxham, 2014) and statistics from many universities show students do not check their written assignment feedback when they receive their marks (Gibbs and Simpson, 2005). When they do engage, they often report that feedback is not useful to them, that they struggle to apply the comments and suggestions given to future assignments, and that feedback looks back at work that has been done, rather than forward to how they can improve (Duncan, 2007). This is supported by Evans (2013) in her review of assignment feedback in higher education that states student dissatisfaction with feedback is well reported, and most complaints focus on the technicalities of feedback, including timing, content, organisation of assignment activities and lack of clarity about requirements. It is therefore suggested there is a ‘feedback gap’ (Evans, 2013; Sadler, 2010), representing a disassociation between the efforts and guidance of lecturers and utilisation by students. In other words, a fundamental mismatch is occurring between how feedback is currently administered and utilised, and how feedback should impact on the learning experience. At present, most students view feedback in a linear fashion (Murtagh and Baker, 2009), where students complete an assignment, and receive feedback, but are not engaged with markers’ comments. This linear model of feedback demonstrates an absence of reflection and application of feedback comments. This directly contradicts theories of learning that suggest feedback is a fundamental part of the learning process and should be fed into a circular as opposed to linear model (Beaumont, O’Doherty, and Shannon, 2011; Kolb, 1984). Central to this misinterpretation is the belief that tutors are delivering feedback at a time when students cannot use this effectively (i.e. in a formative manner). Addressing issues of timing, as well as the associated dissatisfaction felt by students, is clearly a vital endeavour

Judging Maggie's rape: a study exploring the impact of victim-perpetrator relationship, victim reputation and initial point of resistance on police officers' judgements of victim blame, perpetrator blame, and the legitimacy of the claim

Objective(s): To examine the variation in police officers’ initial judgements of responsibility and authenticity when presented with hypothetical rape cases varying on victim reputation, initial point of resistance, and victim-perpetrator relationship. Design: Vignette Study. The independent variables were victim reputation (Good vs. Bad), initial point of resistance (Early vs. Late) and victim-perpetrator relationship (Stranger, Acquaintance, Partner, or Ex-Partner). The Dependent variables were officers’ judgements of victim and perpetrator responsibility, as well as rape authenticity. Methods: Participants were 808 Metropolitan Police Service officers. This sample was representative of this force on a number of demographic factors. Officers completed an online questionnaire battery* which included 1 of the 16 vignette variations. Officers were asked to provide ratings, on a scale of 0 (Not at all) to 100 (Completely), for victim and perpetrator responsibility, and to what extent they considered the scenario to constitute rape. Results: Results showed that officers’ judgements varied significantly between vignettes, broadly showing higher female blame, lower male blame, and lower rape ratings for scenarios where the victim resisted late, had a bad reputation, and a partner was the perpetrator. Interactions between these factors were also found. Conclusions: Results suggest that, as certain factors vary between cases, officers allocate different levels of responsibility to the victim and the perpetrator, as well as drawing conclusions regarding the validity of the crime itself. This may impact on police officers’ objectivity when investigating cases of rape, however further research is needed in this regard. *Including questionnaires analysed separatel

"I have guys call me and say 'I can't be the victim of domestic abuse'": Exploring the experiences of telephone support providers for male victims of domestic violence and abuse

Whilst previous studies have begun to provide evidence on the experiences of male victims of domestic violence and abuse (DVA), current understanding in this area is still limited, and subject to narrow methods of inquiry. Moreover, little is known regarding the challenges of providing support to men in abusive relationships, and how barriers to effective service engagement are experienced by both men and service practitioners. This is an important area for exploration, as the gender-specific experiences and needs of men have been historically overlooked within academic research and service provision. The present study therefore had two principal aims; first, to provide more detailed information regarding the nature and context of abuse towards, and help-seeking experiences of, male victims, and second, to explore the experiences of those supporting abused men. Semi-structured interviews were conducted with four call handlers at a UK domestic abuse charity supporting male victims. Transcribed interviews were subjected to thematic analysis, revealing a superordinate theme of stereotypes and expectations of men which impacted all the other three overarching and eight subthemes, including those detailing the range and severity of abuse suffered, the role of family and friends, barriers to reporting for abused men, and challenges in supporting them. Implications for services working with male victims of DVA are discussed; centred around the need for recognition, increased awareness, increased resourcing, and the provision of gender inclusive services catering for the gender-specific needs of men

The Developing Relationship between Gender and Prosocial Behaviour

This thesis reports a programme of research which explored the gender-typing of prosocial behaviour by children and adolescents aged six- to eighteen-years old. In Study 1, children rated whether they believed girls or boys were more likely to perform prosocial behaviour. Results showed that across all ages, girls were thought of as more likely to perform prosocial actions, and this effect strengthened in adolescence. These results suggest that we can view prosocial behaviour as female-typed. Study 2 explored how varying the gender of the performer of prosocial behaviour might affect moral judgements of these actions. Results showed that at 12-13 years, participants judged prosocial behaviour by boys as 'less good' than at other ages. At this age, boys may be judged less positively due to the social knowledge about prosocial behaviour being female-typed. Studies 3 and 4 explored how the gender-typing of prosocial behaviour may change across adolescence, using a mixture of quantitative and qualitative methods. Both results from a masculinity-femininity questionnaire and focus group discussions revealed that, from 12-13 years onwards, prosocial behaviours could be female- or male-typed. Furthermore, results revealed that behaviours were classified as such based on how they corresponded to broader gender role characteristics. Finally, Study 5 investigated how adolescents' gender beliefs about prosocial behaviour predicted their reports of performing those actions, with results showing that beliefs were indeed strong and accurate predictors of reports. It is concluded that prosocial behaviour is subject to categorisation by gender, and is related to gender throughout development. A summary of findings in Chapter 8 outlines this changing relationship, and implications for this area of research are discussed.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Pick a new #lane: how can we increase boys’ participation and interest in literature and language, the arts, nursing, and education and early years?

Whilst campaigners have justifiably concerned themselves with increasing young girls’ participation in STEM, an equally important equality issue has thus far been overlooked. There has been little to no interest in promoting young boys’ participation in traditionally ‘feminine’ subjects and careers, like the Arts, Literature, Nursing, Early Years Education, and the creative industries