Revictimization Through Education: Does Learning About Victimization Lead to Anxiety and Identification as a Victim Among College Students?

Abstract

Researchers generally accept that victims may experience revictimization in the criminal justice system when they relive victimization experiences while recounting the victimization to criminal justice officials. In addition, scholars have drawn attention to the need to be sensitive in victimology courses and other courses focusing on victimization. In this study, the authors examine whether victims experience forms of revictimization when learning about victimization in college courses. Attention is also given to whether learning about victimization promotes self-identification as a victim. Our findings suggest that minor forms of revictimization may occur. A sizeable portion of the students reported learning that they were victimized in the past as a result of the course material. Implications for teaching victimology are provided.

Notes

¹ In addition to this research regarding college students, their reactions, and the consequences they may encounter when learning about sensitive material in the classroom, more recent research has also examined the instructor’s role when students disclose their victimizations. This may be especially relevant to students who, as a result of the course material, realize they have been victimized because they may be likely to disclose their realization to the instructor. Richards, Branch, and Hayes (2013) found that 42% of the professors surveyed reported that a student disclosed a victimization incident to them. Over a third of the sample reported they had multiple occurrences of students disclosing their experiences (Richards et al., 2013). Research has also found that professors may have some confusion of their role during student disclosures of sexual assault and IPV (Hayes-Smith, Richards, & Branch, 2010). For suggestions on how to assist students who disclose victimization experiences, and how to use more informed teaching strategies in the classroom when students disclose, see Branch, Hayes-Smith, and Richards (2011).

² The survey also included a measure of whether students felt anxious or fearful because of the course material, as well as an item that assessed whether the student would have not taken the course if he or she would have known the topics that would be discussed in the course. Unfortunately, small cell sizes prohibited the use of these items in the Chi-square analysis. Approximately 5% (n = 10) of the sample indicated that they would not have taken the course if they would have known what topics where covered, and only 3.7% reported that the course material made them feel anxious or fearful.