He says she says
Existing research indicates support for implementing a curricular intervention course targeting the social and behavioral determinants of sexual assault, including acceptance of myths about sexual assault and consent, internalization of heteronormative attitudes and beliefs, and sexual misconduct apathy. Rape myths and consent myths can contribute to the acceptance of sexual assault and place blame on survivors for their victimization. Heteronormative attitudes and beliefs negatively restrict conceptualizations and expression of sexuality and gender. Therefore, interventions designed for sexual violence prevention and response should focus on these socialized and internalized beliefs to effectively impact students’ understanding and rejection of a culture that accepts and allows sexual assault. However, current studies fail to examine the interaction between gender and time in improving these domains with such interventions. The present study builds on work conducted by Tulane professors Katherine Johnson and Alyssa Lederer on the Gender and Sexuality Studies course Sex, Power, and Culture (GESS 1900) course to answer the question: What is the impact of a curricular intervention course(s) on rape myth and consent myth acceptance, as well as heteronormativity, among undergraduate students based on gender identity? The results indicated that rape myth acceptance, consent myth acceptance, and heteronormative attitudes and beliefs showed gender differences between men and other students, with gender influencing a decrease in heteronormative beliefs and behaviors over time.