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Creating Social Change through teaching: How teaching about “Women and Violence” affects students’ attitudes
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Creating Social Change through teaching:
How a course on “Women and Violence” changes students’ attitudes about violence against
women
Danielle M. Currier, Ph.D (Radford University)
and
Jessica H. Carlson, Ph. D (Western New England College)
Dr. Currier is an Assistant Professor of Sociology at Radford University in Radford, VA. Her areas of research and teaching expertise are Gender, Sociology of Sport, Social Psychology, Sociology of the Family, and Violence Against Women. She received her Ph.D. from the University of Connecticut, her M.S. from Virginia Commonwealth University, and her B.A. from Grinnell College.
Dr. Carlson is an Assistant Professor of Psychology at Western New England College in Springfield, MA. Her areas of teaching and research expertise are Organizational Psychology, Psychology of Women, and Social Psychology. She received her M.S. and Ph.D. from the University of Connecticut and her B.A. from Syracuse University.
Author Notes: Correspondence concerning this article can be sent to Danielle M. Currier, Department of Sociology and Anthropology, PO Box 6948, Radford University, Radford, VA, 24142, via email at
## email not listed ##
, or by phone at (540) 831-5615. Dr. Carlson can be
contacted at
## email not listed ##
.
Abstract
Using survey data gathered at a mid-sized public university in New England, the authors
examine the effects of taking a course focused solely on violence against women on students’ attitudes about rape and rape victims. Attitudinal surveys were administered at the beginning and end of a semester to three types of classes, including one titled “Women and Violence.” The results clearly show that students’ attitudes toward rape victims and college date rape were greatly affected by a course that delved deeply into issues concerning violence against women, somewhat affected by a course that covered general gender topics, and unaffected by a course that did not talk about gendered violence issues. Importantly, there were no statistically significant differences among these groups’ attitudes at the beginning of the semester. This research indicates that courses focusing on violence against women are highly effective in changing college students’ attitudes about rape victims and rape myths. Given the high rates of date and acquaintance rape on college campuses, this should encourage educators to include more courses focused on violence against women.
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| | Authors: Currier, Danielle. and Carlson, Jessica. |
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Creating Social Change through teaching:
How a course on “Women and Violence” changes students’ attitudes about violence against
women
Danielle M. Currier, Ph.D (Radford University)
and
Jessica H. Carlson, Ph. D (Western New England College)
Dr. Currier is an Assistant Professor of Sociology at Radford University in Radford, VA. Her
areas of research and teaching expertise are Gender, Sociology of Sport, Social Psychology,
Sociology of the Family, and Violence Against Women. She received her Ph.D. from the
University of Connecticut, her M.S. from Virginia Commonwealth University, and her B.A.
from Grinnell College.
Dr. Carlson is an Assistant Professor of Psychology at Western New England College in
Springfield, MA. Her areas of teaching and research expertise are Organizational Psychology,
Psychology of Women, and Social Psychology. She received her M.S. and Ph.D. from the
University of Connecticut and her B.A. from Syracuse University.
Author Notes: Correspondence concerning this article can be sent to Danielle M. Currier,
Department of Sociology and Anthropology, PO Box 6948, Radford University, Radford, VA,
24142, via email at
, or by phone at (540) 831-5615. Dr. Carlson can be
contacted at
Abstract
Using survey data gathered at a mid-sized public university in New England, the authors
examine the effects of taking a course focused solely on violence against women on students’
attitudes about rape and rape victims. Attitudinal surveys were administered at the beginning
and end of a semester to three types of classes, including one titled “Women and Violence.” The
results clearly show that students’ attitudes toward rape victims and college date rape were
greatly affected by a course that delved deeply into issues concerning violence against women,
somewhat affected by a course that covered general gender topics, and unaffected by a course
that did not talk about gendered violence issues. Importantly, there were no statistically
significant differences among these groups’ attitudes at the beginning of the semester. This
research indicates that courses focusing on violence against women are highly effective in
changing college students’ attitudes about rape victims and rape myths. Given the high rates of
date and acquaintance rape on college campuses, this should encourage educators to include
more courses focused on violence against women.
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