media

Argues, using both qualitative and quantitative findings, that abundant rape-supportive environments encourage sexually aggressive men to act on their impulses and discourage women from reporting experiences in which they feel they were victimized. To support this perspective, the authors examine the ease with which coercive beliefs and aggressive behaviors fit within our cultural understanding of sexuality, and discuss the social context in which the potentially sexually aggressive man lives, considering the mediating role played by peer-group support.

The present study evaluated whether virtual reality (VR) can enhance the realism of role plays designed to help college women resist sexual attacks. Sixty-two female undergraduate students were randomly assigned to either the Role Play (RP) or Virtual Role Play (VRP) conditions, which were differentiated only by the use of VR technology in the VRP condition. A multimethod assessment strategy was used to evaluate the effects of VR on the experienced realism of sexually threatening role plays.

Objective: The effects of alcohol consumption, alcohol expectancy set and self-reported alcohol expectancies on college students' perceptions of a potential date rape situation were examined. It was hypothesized that the effects of alcohol consumption on perceptions of the likelihood of forced sex would be mediated by cognitive factors and perceived sexual arousal.

OBJECTIVE. To assess over time whether exposure to sexual content in 4 mass media (television, movies, music, and magazines) used by early adolescents predicts sexual behavior in middle adolescence. METHODS. An in-home longitudinal survey of 1017 black and white adolescents from 14 middle schools in central North Carolina was conducted. Each teen was interviewed at baseline when he or she was 12 to 14 years old and again 2 years later using a computer-assisted self interview (audio computer-assisted self-interview) to ensure confidentiality.

Children and adolescents today are the first generation raised in a society in which technological literacy is essential for effective citizenship in the 21st century. With many more youth using digital technologies for educational and recreational purposes, there has been an increase in social problems in cyberspace, exposing them to different forms of cyberviolence. This article gives an overview of the developments in cyberspace, describes different types of cyberviolence, and focuses on cyberbullying among girls and adolescent females as both victims and perpetrators of cyberbullying.