Sexual violence and women’s education: Examining academic performance and persistence

Abstract

Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects are well known, it is only recently that attention has focused on how sexual violence is related to educational outcomes, particularly women’s education. This study contributes to this area and examined the relationship between types of sexual violence and behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending universities in Ontario, Canada (N = 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence is associated with women’s deteriorating academic performance including and beyond grades. Female students who experienced sexual violence reported more delays and failures on assignments, courses and exams and were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance with completed sexual assaults associated with more delays, failures and non-attendance behaviours than other forms of unwanted sexual behaviours. The results are discussed in terms of the need to understand new and additional aspects of academic performance and persistence as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.