Do College Women Facilitate the Sexual Assault of Their Same-Gender Peers?

National studies indicate that approximately 25 percent of women have been sexually assaulted by the time they finish college. Although male peers are often the perpetrators, women also engage in behaviors with their female peers that may increase the risk of sexualassault. In the present study, we sought to determine how often college women engaged in these behaviors (i.e. “female facilitation”). Participants were 373 female students (sophomorethrough senior; Greek and independent) who completed an online survey containing measures of sexual assault, alcohol consumption, and female facilitation. The female facilitation measure indexed both “facilitator” behaviors (those directed toward others thatlikely increase the risk of sexual assault victimization) and “facilitatee” behaviors (those that may increase risk of sexual assault victimization), and the two sets of items werecounterbalanced across participants. Descriptive statistics showed an overall prevalence rate for any type of sexual assault was 44.2%. Scores on the facilitator and facilitatee versions ofthe female facilitation measure were highly correlated. Facilitation was highly correlated with alcohol consumption, and being a faciltatee was moderately correlated with sexual assault. Results were consistent with some of our expectations regarding the relationships among facilitation, alcohol consumption, sexual assault, and demographic variables. Limitations of the methods and the implications of the findings for understanding campussexual assault will be discussed.

Personality Factors of Women Participating in College Athletics

There exists some discrepancy considering the overall health and well-being of young women in sports and performance domains. The current study aimed to examine self-reported levels of perfectionism, body esteem, and social support among college women participating in organized sports and dance. A total of 103 participants completeda series of questionnaires intended to capture these major variables of interest. Results upheld one of three major hypotheses, specifically in regards to between-group differences for lean and non-lean sport athletes. One of the most important findings wasthat among lean sport participants the relationship between body esteem and social support was statistically significant and positive, and among non-lean sport participants this same relationship was nonsignificant and negative. The applied implication of thisfinal finding is discussed, with particular emphasis on potential strategies for upholding the positive relationship between body esteem and social support among lean sport athletes.

The Bucknell Community College Scholarship Program: a Documentary as a Performative Social Science

Reviews Bucknell participation with the Jack Kent Cooke Foundation (a non-profit foundation with a mission to “help under-resourced students of exceptional promise reach their full potential through education".

Perceptions of Social Mobility in Community College Scholars at Bucknell University

While national leaders have joined the discussion more recently, scholars in the fields of education, psychology, and sociology, have been exploring the ways in which students? socioeconomic background affects the outcomes they experience as a result of their education (Lareau, Unequal Childhoods: Class, Race, and Family Life, 2003).Furthermore, the role played by the education system in creating or diminishing socioeconomic disparity has also been studied in depth (Bourdieu, 1977; Boudon, 1977). However, the journeys of students from low-income families that begin their education at community colleges and continue it, through careful planning or chance, at elite four-year institutions, has not been the subject of much attention. This thesis explores these students? perceptions of social mobility as they have been shaped by their experiences so far in life. This includes the exploration of changes in their perceptions as the contexts for their lives have been changed. Quantitative analysis of survey results and qualitative analysis of participant interviews serve as the data set for this study. The implications ofthe findings for student affairs practitioners are also explored.

THE RELATIONSHIP BETWEEN PARENTING STYLES, LEARNING AUTONOMY, AND SCHOLASTIC ACHIEVEMENT IN UNDERGRADUATE COLLEGE STUDENTS

Throughout the years, the role that parents play with regard to a child’s academic achievement has been the source of considerable research. The type of parenting style employed by parents, whether it is authoritarian, authoritative, or permissive, has and continues to be a major theme in these studies. One area of particular interest that has been overlooked in these studies, however, is the influence that parents may have on a student’s learning autonomy. Learning autonomy is the idea that a student has internal motivation to learn or achieve. The purpose of this study was to investigate therelationship among the three styles of parenting, learning autonomy, perceived parental autonomy support, and scholastic achievement in undergraduate college students. Sixty-one participants were recruited at a small liberal arts college in the northeastern United States to complete questionnaires, which measured perceived parental authority of the participants’ parents, perceived parental autonomy support, and students’ own learning autonomy. The participants were also asked to list their grade point average. The results revealed positive and negative correlations between many of the variables in the study;however, simple regression analyses did not yield any statistically significant relationships between parental authority, learning autonomy, perceived autonomy support, and scholastic achievement.

International Service-Learning and the Development of Civic Identity: Understanding the Role of Short-Term International Service-Learning and its Influence on the Development of Civic Identity in College Students Using a Mixed Methodological Approach

Higher education has a responsibility to educate a democratic citizenry and recent research indicates civic engagement is on the decline in the United States. Through a mixed methodological approach, I demonstrate that the potential exists for well structured short-term international service-learning programming to develop college students’ civic identities. Quantitative analysis of questionnaire data, collected from American college students immediately prior to their participation in a short-term service-learning experience in Northern Ireland and again upon their return to the United States, revealed increases in civic accountability, political efficacy, justice oriented citizenship, and service-learning. Subsequent qualitative analysis of interview transcripts, student journals, and field notes suggested that facilitated critical reflection before, during, and after the experience promoted transformational learning. Emergent themes included: (a) responsibilities to others, (b) the value of international service-learning, (c) crosspollination of ideas, (d) stepping outside the daily routine to facilitate divergent thinking, and (e) the necessity of precursory thinking for sustaining transformations in thinking. The first theme, responsibilities to others, was further divided into subthemes of thinking beyond oneself, raising awareness of responsibility to others, and voting responsibly.

Distress Disclosure and Personality in College Students

This study examined distress disclosure, the tendency to confide unpleasant feelings and experiences to others. Other factors under consideration were gender, personality factors (such as extraversion and one's general tendency to disclose), and the identity of the person to whom individuals were asked to disclose. The subject pool included 22 male and 34 female volunteers from Bucknell University. Participants were asked to complete a measure of basic demographics, the Distress Disclosure Index, and the NEO-FFI measure of personality. They were then asked to disclose about an aspect of their lives that they personally found stressful, as if they were confiding in a best friend, a parent, or a professor, respectively. The transcriptions of those recordings were coded for length, depth, and breadth of the disclosure. The researcher hypothesized that greater length, depth, and breadth would be disclosed by females who scored highly on the Distress Disclosure Index, had high extraversion scores on the NEO-FFI, and had been asked to disclose to a best friend. The study found positive associations between openness and depth, neuroticism and depth, and gender with length, such that males were more likely to have longer disclosures. Negative associations were found between extraversion and depth, neuroticism and length, and openness and breadth. Personality factors, gender, and the disclosure target may act as better predictors of the tendency to disclose, rather than of the particular dimensions of disclosure, since every instance is unique.