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Abby Callahan
UHON 2860
Dr. Crittenden & Dr. Policastro
01/24/17
Educational Programs for a Male Audience
The goal for this annotated bibliography is to see what types of sexual education
programs prove to be the most effective with an audience of college students. Considering this is
our intended audience for our Honors Orientation program, our group wants to ensure that the
students leave more knowledgeable about their rights concerning sexual assault and what is
considered sexual assault. In order to do this, I have researched several scholars who have tested
different educational programs and given results about which is effective and which is not.
Choate, L. H. (2003). Sexual Assault Prevention Programs for College Men: An Exploratory
Evaluation of the Men Against Violence Model. Journal of College Counseling, 6(2),
166-176.
Choates (2003) study examines the successful sexual assault prevention program known
as Men Against Violence (or MAV for short), which is known to be specifically geared towards a
college, male audience. She bases her own educational program off of it, and studies the results
based on a fraternity audience. In this study she clearly states that it cannot prove the future
effects that it will have on the fraternity subjects, but it does demonstrate what they learned and
the positive feedback they provided gave in result. Her study is effective because it is based on
the MAV model, which lays out very specific lines that males should not cross when it comes to
sexual intercourse. The educational program first defines rape according to the law, and its
relations to alcohol, positive consent, and date rape drugs. Her goal was to also define problems
relating to gender roles, pressure involving hyper masculinity, and common rape myths. Her
program then explains to the subjects how these things could lead to rape, whether intentional or
nonintentional. Some limitations to Choates (2003) study include a population of only 149
subjects, 75% were white, Caucasian males, and they all came from the same university.
Choates (2003) strengths include 130 of the 149 males agreed to complete the program
evaluation form, positive feedback based on a 1 to 5 scale (1 for strongly disagree and 5 for
strongly agree) never went below an average of 3.9, and she has many sources backing up her
claims with the same outcomes.

Earle, J. P. & Nies C. T. (1994). Resources for Developing Acquaintance Rape Prevention
Programs for Men. New Direction for Student Services, 65, 73-82.

Earle and Niess (1994) research is composed of over thirty rape prevention and
education videos, a number of printed materials, and personal resources to help student services
educate the student population. They all deal with scenarios, laws, rape myths, gender roles,
consent, and much more. Some are even coed and some are gender specific. The most helpful
material in this article is the video section and it will benefit our research greatly. Each video is
already broken down into scenes and major ideas or themes, but the researchers go even further
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and explain how each video can be helpful and how they could completely miss their mark based
on the audience viewing them. One video specifically demonstrates this perfectly. The
researchers describe the videos main character as a girl who has just been sexually assaulted,
and the researchers claim that the video goes through flashbacks of the event in her mind. They
found that it is an extremely emotional video, because it also deals with the shame, guilt, and
condemnation that the girl undergoes, and claim that, if it is viewed by a male audience, viewers
may avoid the emotions completely and ask about the laws and how they factor into the video.
Earle and Nies (1994) also say that if it is a male audience viewing the video it is extremely
important to focus on the emotions, even if they are uncomfortable, because it will emphasize the
damage they can inflict on another person if they are not careful. Also, student services must be
careful about sexual victims who are in the audience and be prepared to listen and assist them in
any way that is needed. This article is a little biased, claiming that men must be aware of this
because they are the ones who rape. That is a limitation, and the fact that the descriptions of the
videos are so short and have no test results given about each of their effects. A strength, however,
are the fact that there as so many different videos listed, along with printed materials and
personal resources.

Foubert, J. D. (2010). The Longitudinal Effects of a Rape-prevention Program on Fraternity

Mens Attitudes, Behavioral Intent, and Behavior. The Journal of American College Health,
48(4), 158-163.
Fouberts (2010) rape-prevention program is also geared towards a college, male
audience; specifically a fraternity audience. Fouberts (2010) goal for the study was to lower a
males intent of raping another student, belief in rape myths, and sexually coercive behavior. His
major goal for the study was to create a program that would affect a males actions involving
rape, myths, and behavior for seven months after the program, unlike previous programs whose
affects only lasted for two months. The program is one hour long, and was given by three peer
educators who described a situation where a male cop was raped by two other males. Once they
finished their example they explained that, based on American studies and cases, 99 women had
already been raped in a similar fashion. Fouberts (2010) study also gives definitions of rape,
common rape myths, and sexually coercive behavior. The controlled and experimental groups
were required to take a pretest, and, once the study was over, were given a post test. Foubert
(2010) found that the subjects were less likely to be a perpetrator and accept rape myths after
they watched the program, but their behaviors involving sexual coercion had not changed. Seven
months later, the subjects were tested again and showed that they were still less likely to be a
perpetrator or accept rape myths than they were before they had taken the program. Some
limitations include the biased sample of only fraternity men, the sample size of only 108 for the
controlled group and 109 for the experimental group, and only 9% were not white. Some
strengths include that the subjects were from several different fraternities from different schools,
there was a control and experimental group, and that Fouberts (2010) effects lasted for seven
months like he intended.
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Glover, H. A. (1998). An Acquaintance Rape Prevention Program: Effects on Attitudes Toward

Women, Rape-Related Attitudes, and Perceptions of Rape Scenarios. Psychology of
Women Quarterly, 22(4), 605-621.

Glovers (1998) study involves three different college test groups who have been lead to
believe that they are participating in two different educational programs, but they are really
participating in one. One is a coed program involving the prevention of sexually transmitted
diseases, the second coed program is a rape scenario with three different cases, and the final coed
program is a rape prevention class. Each of these classes are a peer education program taught by
fellow college students, were an hour long, and had a pretest and posttest. Glover (1998) wanted
to see how each programs literature affected male and female opinions on victims and what they
consider to be rape. The research showed that the rape scenario test resulted in better results than
the STD awareness program did. Glover (1998) states that the men and women both showed a
decline in support of rape myths and also in victim blaming. However, mens scores were better
than the womens because the women tested more liberal in their views; meaning they were
already more sympathetic towards the victim. The best test results, according to Glover (1998),
were from the students who took the rape prevention program. The research shows that they
were more likely to reject rape myths, define rape properly, and be more sympathetic towards the
victim and sought punishment for the perpetrator. Glover (1998) states that programs must first
define laws, rape myths, and victim empathy before they give scenarios and ask what is
considered rape. If they do not, they do not truly succeed. Limitations for the study are the
population size of 152 students, 85% of participants were white, and women (61%) outnumbered
men (39%). Some of the studys strengths are that the participants came from many different
schools, there was an even amount of participants (15-20 students) in each educational program,
and only 15 students dropped out before completion of the study.

Heppner, M. J. (1995). Examining Sex Differences in Altering Attitudes About Rape: A Test
of the Elaboration Likelihood Model. Journal of Counseling & Development, 73(6), 640-
647.

Heppners (1995) study examines and tests the Elaboration Likelihood Model (ELM) and
its claim that a students motivation, or lack of motivation, can affect the outcomes of an
educational program. The ELM claims if a student is not motivated to learn about rape
prevention they will not pay attention to the message itself but to whom the message is being
delivered by. Heppner (1995) writes that the outward appearance, such as what the speaker is
wearing, how they are speaking, their credentials, ect, will become the focus of the student and
will not change the listeners attitude. If, however, the student is motivated, the effects of the
educational program will last. Heppner (1995) tests this theory by creating a 2 hour credit class
that students can take, and it involves sex education, laws defining rape, back up plans, job
searching, and other wide range topics. The class includes a 1 hour video taught by a
professional with a 10 year background in criminal justice involving rape. The video was thus
about rape myths, laws concerning rape, and the importance between empathy and victim
blaming. There was also a pretest to test their empathy levels and a posttest to see if anything had
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changed. The coed class had much effect on the students and their attitudes towards rape,
victims, and rape myths, but the biggest change was shown in the male students. Heppner (1995)
claims that because the class was a credit bearing class, the students were more motivated to pay
attention. The effects, however, did not last long. Heppner (1995) writes that they only lasted for
two months, and then reverted back to the levels that the pretests showed. Some weaknesses in
this study are the uneven amount of male (105) and female (152) participants, 88% of the
participants were European, and the students ACT scores were all on the lower end of the
spectrum. Some strengths of this study were the fact that they increased the number of
participants from 30 (ELMs number) to 257 (Heppners number), they used both males and
females, and their study at least showed a decrease in negative attitude towards victims.