Racial differences in legal socialization models across adolescence and emerging adulthood.

OBJECTIVE: White and non-White adolescents report different experiences in the legal system. This disparity impacts their evaluations of, and attitudes toward, legal authorities such that non-White and older adolescents tend to perceive the legal system more negatively. Yet, many researchers assume that the process of legal socialization, which involves internalizing norms and information about the law and the legal system, is universal for all ages and races. HYPOTHESES: We hypothesized that legal socialization models would change over the course of adolescent development and would differ by race. METHOD: We used data from two longitudinal studies to examine racial differences in the integrated legal socialization model in early, middle, and late adolescence. Study 1 included 140 young adolescents (59% White, 41% non-White), and Study 2 included 296 midadolescents (82% White, 18% non-White) followed into late adolescence/emerging adulthood. RESULTS: Study 1 identified differences in the integrated legal socialization model for young White and non-White adolescents. Normative status predicted rule-violating behavior for White participants, whereas no predictors or mediators related to rule-violating behavior for non-White participants. In Study 2, legal and moral reasoning during midadolescence became relevant in the model for both groups. Enforcement status predicted rule-violating behavior for non-White youth, whereas normative status continued to predict rule-violating behavior for White youth. In late adolescence/emerging adulthood, differences in the model shifted toward the relation between reasoning and legal attitudes. CONCLUSIONS: Our findings suggest that legal socialization is a developmental process occurring and changing throughout adolescence and that this developmental process differs for White and non-White youth. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Attitudes Toward Unhealthy Relationship Behaviors and Boundary-Setting: Variation Among High School Students.

Teen dating violence (TDV) is common during adolescence and has lasting negative impacts on those who experience it. Yet, there is limited research exploring how well teens recognize unhealthy behaviors and communicate boundaries, both crucial aspects in preventing TDV. This study aimed to investigate how demographic characteristics (i.e., gender, age, sexual identity, and race/ethnicity) relate to adolescents' abilities to recognize unhealthy relationships and willingness to communicate boundaries. Participants (N = 873) completed online surveys during school hours on demographic characteristics (e.g., gender), recognition of unhealthy relationship behaviors, communicating boundaries, and navigating breakups. We found that girls, participants who identify as a sexual minority (e.g., lesbian), and White participants demonstrated significantly higher recognition of controlling behaviors compared to boys and their heterosexual and non-White counterparts, respectively, but there was no significant difference in identifying abusive behaviors such as shouting, yelling, and insulting a partner. Older participants (i.e., ages 16-18) were significantly more likely to recognize controlling and abusive behaviors as unhealthy compared to younger participants (i.e., 13-15). Further, we found that girls and older participants were significantly more willing to communicate boundaries in relationships than boys and their younger counterparts. Our findings align with prior research emphasizing the necessity for prevention strategies that raise awareness of controlling behaviors that can escalate to more severe forms of TDV and equip adolescents with the means to establish and communicate personal boundaries.

Academic and Career Outcomes Following Sexual Assault in Early Adulthood: A Comparison of LGBQ+ and Heterosexual Women.

Young adults (aged 18-24) who identify as lesbian, gay, bisexual, or queer (LGBQ+) report high rates of sexual assault (SA) victimization, yet much of the research on adverse outcomes resulting from SA has overlooked LGBQ+ victims. A probability-based sample of 901 adults was recruited to examine the negative academic and career outcomes attributed to SA during early adulthood among LGBQ+ cisgender women. LGBQ+ women were more likely to report negative impacts on academic and career goals (e.g., changed course of study) and transitions (e.g., switched jobs) following SA victimization than heterosexual women. Implications for research and LGBQ+ services are discussed.

Campus Sexual Violence Prevention and Response: Lessons from a Pandemic to Inform Future Efforts.

The COVID-19 pandemic forced institutions of higher education to transition and work in ways that were new and innovative. Even though most colleges and universities transitioned to a virtual platform, the issues that students face continued, including sexual violence (SV). For many campus prevention and response professionals, reaching students during the pandemic posed unique challenges. The COVID-19 pandemic began when the project team was 18-months into a 4-year grant to administer and evaluate the efficacy of a SV prevention and response app, uSafeUS®, at 15 4-year colleges. In this paper, we describe the transition of engaging students with the app in traditional in-person settings to remote and hybrid learning settings. The project team, in collaboration with the campus partners, devised new ways to use the app to support victims of SV and their allies, along with campus professionals in their efforts to support students. These efforts included changes to collaboration (e.g., virtual platforms) and student engagement strategies. We describe how the lessons learned from this transition are important for continuing to engage campus communities in SV prevention and response, even as campuses slowly transitioned back to hybrid and in-person activities. The knowledge gained from this transition are attributable to an ongoing and open collaboration between campus practitioners and the project team.

Introduction to the Special Issue on Common Goals, Different Needs: Improving Communication and Collaboration Between Researchers and Practitioners to End Interpersonal Violence.

Rates of interpersonal violence have largely remained stagnant over the past three decades, despite the magnitude of prevention and response efforts to address this issue. Although interpersonal violence researchers have stressed the importance of partnerships between researchers and campus and community-based practitioners, there is still a disconnect between the work done by researchers and those engaged in direct practice in the field. This special issue brings together researchers and practitioners to explore a variety of challenges and successes in identifying common goals, building relationships, and improving strategies for addressing interpersonal violence using researcher-practitioner models.

Sexual and Dating Violence Bystander Intervention Programs within Institutions of Higher Education: Strategies for Research and Practice.

This article presents strategies to promote researcher-practitioner collaborations in the development and evaluation of bystander intervention programs that address sexual and dating violence (SDV) at Institutions of Higher Education (IHEs). The benefits of practitioner partnerships with researchers are reviewed. We then review examples of researcher-practitioner collaborations to develop, implement, and evaluate bystander programs. Suggestions are also offered for researcher-practitioner collaborators to engage survivors of SDV and overlooked populations, such as racial, ethnic, gender, and sexual minorities, as ways to promote diversity. Lastly, we provide guidelines for researcher-practitioner collaborations to engage bystanders based on the lessons learned from these collaborations within and around the IHE community.

Correlates of Bystander Intentions and Behavior among Community College Students in Situations of Sexual Violence.

Sexual violence (SV) is a public health problem on college campuses. Research suggests that bystanders can effectively prevent and respond in situations of SV. There is no research to date concerning correlates of bystander behavior (e.g., gender, perceptions of SV) on community college campuses. However, there are notable differences between students enrolled in two- and four-year colleges. We conducted two exploratory studies across seven community colleges in one northeastern state to examine correlates of bystander intentions and behavior. In Studies 1 and 2, the majority of respondents identified as women, heterosexual, and White. We administered online surveys that inquired about demographics, peer attitudes, knowledge of sexual consent, history of victimization, and intent to help (Study 1) or self-reported bystander behavior (Study 2). The first study (n = 1,067) demonstrated that gender (i.e., identifying as woman), less accepting peer attitudes toward SV, and greater knowledge of sexual consent and awareness of campus SV were significantly associated with bystander intentions. The second study (n = 1,506) indicated that age (i.e., younger than 25 years old), greater knowledge of sexual consent, and victimization history were associated with bystander behavior. Implications for research and practice are discussed.