Swartout Kevin M, Wood Leila, Busch-Armendariz Noël
Georgia State University, Atlanta, GA, USA.
The University of Texas at Austin, TX, USA.
Health Educ Behav. 2020 Jun;47(1_suppl):70S-74S. doi: 10.1177/1090198120912386.
Hundreds of U.S. institutions of higher education have conducted campus climate surveys recently to assess students' experiences with sexual misconduct and perceptions of institutions' related policies and procedures. Many of these surveys were implemented in response to the recommendation by the 2014 White House Task Force to Protect Students from Sexual Assault. The several options for campus climate surveys, ranging from free measures campuses can implement themselves to full-service survey implementation packages, have streamlined and facilitated the climate data collection process. Unfortunately, there is little guidance on how institutions can use and respond to their climate data. This article presents a framework that institutions could use to develop an action plan based on findings from their campus climate survey, predicated on a process that begins before the survey is implemented and lasts long after data collection concludes. Each institution of higher education is different, and individual campus action plans can vary based on campus structure, dynamics, and climate survey findings.
最近，数百所所美国美国高等教育机构开展了校园氛围调查，以评估学生遭遇性不当行为的经历以及对学校相关政策和程序的看法。其中许多调查是应2014年白宫保护学生免受性侵犯特别工作组的建议而开展的。校园氛围调查有多种选择，从学校可以自行实施的免费措施到全方位服务的调查实施方案，这些都简化并便利了氛围数据的收集过程。不幸的是，关于学校如何使用和回应其氛围数据的指导很少。本文提出了一个框架，学校可以利用该框架根据校园氛围调查的结果制定行动计划，这个过程始于调查实施之前，并在数据收集结束后持续很长时间。每所高等教育机构都各不相同，基于校园结构、动态情况和氛围调查结果，各个校园的行动计划也会有所不同。
