JILL COULTER | 4TH YEAR BACHELOR OF SOCIAL WORK | UNDERGRADUATE RESEARCH AWARD PROGRAM (UREAP)

IDENTIFYING CULTURALLY-SAFE
SEXUALIZED VIOLENCE RESPONSE SERVICES FOR
INTERNATIONAL STUDENTS
How is sexualized violence culturally defined?
What kind of support do victim/survivors of sexualized violence receive in different cultural contexts?
Where do international students feel safe and supported while living in Canada?
What kind of barriers impede international students from receiving support after experiencing sexualized violence?
How can higher education institutions provide culturally-safe sexualized violence response services to
international students?

WHY IS THIS RESEARCH
IMPORTANT?

MIXED METHODS
SURVEY
confidential, anonymous 10-minute online survey emailed to all
international students enrolled at TRU
qualitative and quantitative questions
probability convenience sampling

International students,
especially female and/or
LGBTQ+ international students,
are at increased risk of
sexualized violence due to
intersections of race, class, and
gender, and face many barriers
to help-seeking.
Source: www.hercampus.com

FOCUS GROUPS
three confidential focus groups
18 female and/or LGBTQ+ international students
semi-structured interview guide
probability convenience sampling
two-hour discussion.
Source: wwwmcmathnewsandviews.blogspot.com
Participants collaboratively identify themes and solutions
audio recorded
note-taker to document participant responses and observations

ANALYSIS
Source: www.swiftutors.com

Quantitative results --> descriptive statistics
Quantitative portions --> thematic analysis
Significant findings from the survey data will be used to inform the
semi-structured interview guide for the focus groups and contribute to
generalizable findings.
Focus group participants will identify themes and solutions
collaboratively during the focus groups
Recorded discussion will be thematically analyzed using Nvivo 11
technology.

RISK FACTORS
Isolation; separation from usual family and social supports in home
country
Unfamiliar with navigating North American cultural dating norms
Language barriers
Social/Cultural taboos on talking about sex
Consent is not a concept that is taught in many countries
Patriarchal social/cultural gender norms, ie: women should be
passive, submissive, polite, are responsible for protecting their own
virginity, etc.
Unfamiliar with their rights in Canada
First time exposure to more liberal drug/alcohol scene than in home
country; drug/alcohol experimentation
Unaware of supports that are available, or available supports are
culturally inappropriate
Insufficient financial resources may limit options and ability to leave
abusive relationships
Power imbalances as a student; may fear that reporting sexualized
violence will put their status as an international student at risk
Fear of social stigma & exclusion from their cultural group on campus

ETHICAL CONSIDERATIONS
Topic may be triggering/emotionally distressing
Informed consent explained prior to participation
Resources for support
Confidentiality
Anonymity
Image source: www.appcenter.evernote.com

References:

BONISTALL-POSTEL, E. (2017). VIOLENCE AGAINST INTERNATIONAL STUDENTS: A CRITICAL GAP IN THE LITERATURE. TRAUMA, VIOLENCE,
& ABUSE. 1(12). DOI: 10.1177/1524838017742385.
DE HEER, B. & JONES, L. (2017). MEASURING SEXUAL VIOLENCE ON CAMPUS: CLIMATE SURVEYS AND VULNERABLE GROUPS. JOURNAL OF
SCHOOL VIOLENCE. 16(2), 207-221. DOI: 10.1080/15388220.2017.1284444.
FORBES-MEWETT, H. & MCCULLOCH, J. (2016). INTERNATIONAL STUDENTS AND GENDER-BASED VIOLENCE. VIOLENCE AGAINST WOMEN.
22(3), 344-365. DOI:10.1177/1077801215602344.
ZHAI, L. (2004). STUDYING INTERNATIONAL STUDENTS: ADJUSTMENT ISSUES AND SOCIAL SUPPORT. JOURNAL OF INTERNATIONAL
AGRICULTURAL AND EXTENSION EDUCATION. RETRIEVED FROM: HTTPS://FILES.ERIC.ED.GOV/FULLTEXT/ED474481.PDF