Contrary to popular opinion that college campuses are the most secure places for young adults, the above scholars established that female students are often exposed to various risks, including sexual victimization (Fisher, Cullen, & Turner, 2000). Victims of college sexual attacks, however, face possible distress, including deep fear and expressive numbing, loss of self-control, and the shattering of their faith and their credence in their capability to make sound decisions regarding the people and the surrounding environment. The price of this possible loss is immeasurable. They further note that they undertook a study following the increasing cases of sexual assault at campus premises. Congress passed a bill in 1990 requiring that all Title IV eligible institutions of higher learning disclose critical crime information to facilitate the formulation of policies and regulations aimed at curbing the vice. In 1992, the law was amended. In 1998, the same law was further amended to provide strict penalties for those caught engaging in crime. However, things did not get better, forcing the state to come up with the Clery Act.
The scholars conducted systematic research by employing effective data collection methods and designs. They utilized multiple forms of data to analyze the issue in detail. For instance, the major method was content analysis, which entails the review of materials talking about sexual assault on campuses. Apart from content analysis, the researchers utilized interviews, which were conducted among college administrators. The sample used was also within the recommended size implying that it facilitated validity and reliability. The findings of the study noted that the major problem was the definition of sexual assault on many campuses (Schwartz, & Leggett, 1999). Many institutions of higher learning lacked a clear definition of sexual assault and rape.
The article has some strength because it explains some of the factors that lead to the prevalence of sexual assault and rape in the institutions of higher learning. For instance, the scholars found out that the institutions of higher learning do not offer security and privacy to those reporting cases of abuse. Less than six percent of all institutions had clear reporting systems. The article explains that measures applied by school administrations are weak (Karjane, Fisher, & Cullen, 2002). This is an additional strength of the article because it gives the cause of sexual assault at the institutional level. Institutions of higher learning employ sanctions such as expulsion and suspension in enforcing compliance instead of applying national laws. The findings of the study show that only thirty-seven percent of institutions of higher learning apply state laws in punishing sexual assault cases.
However, the article has several weaknesses right from its methodology to the conclusions. First, the researchers used interviews, which do not give respondents time to figure out their answers. On matters related to sexual assault and rape, respondents rarely give their views because it is a very sensitive matter. The scholars should have used mailed questionnaires because respondents are free to fill in answers without the fear of victimization (Bondurant, 2001). For instance, some respondents could have given inaccurate information because they did not want to be identified. Another weakness is that the scholars never gave even a single suggestion on how the problem could be resolved. Their findings lack relevance because they cannot offer a solution to the existing problem. This is the major aim of any scientific research.
References
Bondurant, B. (2001). University women’s acknowledgement of rape: Individual, situational, and social factors. Violence against Women, 7(3), 294-314.
Fisher, B., Cullen, F., & Turner, M. (2000). The sexual victimization of college women: Findings from two national level studies. Washington, DC: National Institute of Justice and Bureau of Justice Statistics.
Karjane, H.K., Fisher, B.S., & Cullen, F.T. (2002). Campus Sexual Assault: How America’s Institutions of Higher Education Respond. Newton, MA: Education Development Center.
Schwartz, M., & Leggett, M. (1999). Bad dates or emotional trauma? The aftermath of campus sexual assault. Violence against Women, 5(3), 251–271.