Effective Modalities for Healing from Campus Sexual Assault: Centering the Experiences of Women of Color Undergraduate Student Survivors

In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological...

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Bibliographic Details
Published in:Harvard educational review 2021-06, Vol.91 (2), p.248-272
Main Authors: Harris, Jessica C, Karunaratne, Nadeeka, Gutzwa, Justin A
Format: Article
Language:English
Subjects:
Academic Achievement
Barriers
Classism
College campuses
College Role
College students
Community Relations
Compliance
Coping
Costs
Cultural Awareness
Cultural Relevance
Culture
Death
Educational Environment
Empowerment
Ethnicity
Females
Gender Bias
Higher education
Interpersonal Relationship
Mental Health
Minority Group Students
Peer Influence
Politics of Education
Post traumatic stress disorder
Posttraumatic Stress Disorder
Prevention
Psychological distress
Qualitative research
Race
Racial Bias
Racial Differences
Racial Factors
Racial Identification
Racial identity
Racism
Resilience (Psychology)
School Counseling
Self Disclosure (Individuals)
Sex crimes
Sex Education
Sexism
Sexual Abuse
Student Experience
Student Needs
Students
Survivor
Trauma
Undergraduate Students
Urban Schools
Victims of Crime
Violence
White people
Whites
Women
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Summary:In this article, Jessica C. Harris, Nadeeka Karunaratne, and Justin A. Gutzwa examine the modalities Women of Color student survivors perceive as helpful in healing from campus sexual assault. Existing scholarship on healing from campus sexual assault largely relies on the reduction of psychological symptoms of trauma, an understanding that is often race-neutral and founded on the narratives of white women. Centering the experiences of 34 Women of Color undergraduate student survivors, this qualitative study reimagines healing through a race-conscious lens and positions it as a community-oriented and culturally contextual process that is often at odds with the ways US institutions of higher education aim to support survivors of sexual assault on their campuses. The authors' findings guide implications for how institutions and individuals can account for and support student survivors' multiple and intersecting identities in their healing journeys and also inform future research that centers minoritized students' experiences with sexual assault in postsecondary contexts.
ISSN:0017-8055
1943-5045
DOI:10.17763/1943-5045-91.2.248