Violence against Women: A Disciplinary Debate and Challenge

Abstract

Forty years of research, theory, legislation, and programming have not reduced the high rates of either violence against women or intimate partner violence. Social science researchers, polarized into Family Violence and Feminist perspectives, are mired in the debate over gender symmetry and its implications. Recommendations include (1) integrating the two perspectives, (2) incorporating the work on family strengths, youth resilience and developmental assets, (3) strengthening interdisciplinary connections including religious studies, and (4) integrating research, teaching, and activism for long-term, primary prevention. A three-model typology of activism includes education, common cause, and confrontation strategies.

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Notes

¹ Journals focusing on Family or Gender Violence: Child Abuse and Neglect (1977–); Journal of Interpersonal Violence (1986–); Journal of Family Violence (1986–); Violence and Victims (1986–); Violence against Women (1995–); Religion and Abuse (1999–2008); Aggression and Violent Behavior (1996–); Partner Abuse (2010–).

² States of the Knowledge Project literature review topics: victimization; perpetration; bidirectional versus unidirectional IPV; risk factors; emotional abuse; ethnic minority and lesbian, gay, bisexual, and transgender partner abuse; witnessed IPV and child maltreatment; parental conflict and emotional abuse; impact on victims; motivations; crime control effects; gender and criminal justice decisions; protective orders; partner abuse worldwide; risk assessment; prevention; intervention programs.

³ Benson's Developmental Assets: external assets include support (positive family communication, positive adult relationships, caring neighborhood, caring school climate, parent involvement in schooling); empowerment (community values youth, youth as resources, service to others, safety); boundaries and expectations (family and school provide clear, appropriate rules and consequences, neighborhood monitors youth behavior, positive adult role models, positive peer influence, high expectations); and constructive use of time (creative activities, youth programs, religious community, time at home). Internal assets include commitment to learning (achievement motivation, school engagement, homework, bonding to school, reading for pleasure); positive values (caring, values equality and social justice, integrity, honesty, responsibility, restraint); social competencies (planning and decision making, interpersonal competence, cultural competence, resistance skills, peaceful conflict resolution); and positive identity (personal power, self-esteem, sense of purpose, positive view) (Benson 1997).