THE AWARENESS OF SEXUAL
VIOLENCE POLICY
WITHIN THOMPSON RIVERS
UNIVERSITY STUDENTS
Undergraduate Research Experience
Award Program
Thompson Rivers University
Abstract
Thompson Rivers University (TRU) implemented new sexual violence policy in 2017; within
this policy, they state a commitment to increasing the awareness of sexual violence. While
increasing sexual violence awareness is important, another dimension to this is the awareness of
the policy itself. Previous research conducted in the United States on student awareness of
sexual violence policies found that there is a lack of sexual violence policy awareness among
students (Potter, Edwards, Banyard, Stapleton, Demers, & Moynihan, 2016). There has been
minimal research on this topic within Canada. This research aims to address this gap and identify
if TRU students are aware of the sexual violence policy that is set in place to support them.
Moreover, this research explores the process of how students became aware or could become
aware of sexual violence policy in the future. The methodology of this research is a hand-written
survey of 100 students that was distributed in public spaces on Thompson Rivers University’s
Kamloops campus. This survey included a diverse group of students based on program and social
location. The findings indicate that the majority of TRU students have little to no awareness of
TRU’s sexual violence policy, as well as, other TRU policies. This supports the previous USA
research that states many students are unaware of university policies (Brown, Henes, & Olson,
2016). Students who were aware, were primarily informed through poster campaigns, student
orientation and the TRU website. Furthermore, students identified posters, social media and
emails as their desired means for increasing their awareness.

Principle Investigator: Megan Rolin, BSW
Faculty Supervisor: Natalie Clark, PHD, MSW, BSW

1

Territorial Acknowledgment:
This research was created, carried out, presented and documented within the traditional and
unceded territory of the Secwepemc Nation within Secwepemcul’ecw.
As we share knowledge, teaching, learning and research within this university, we recognize
that this territory has always been a place of teaching, learning and research.
We respectfully acknowledge the Secwepemc- the people who have lived here for thousands of
years, and who today are a Nation of 17 Bands.

2

Table of Contents
Territorial Acknowledgment: ........................................................................................................................ 1
Introduction- Locating Myself in the Research ............................................................................................. 3
Literature Review .......................................................................................................................................... 3
Methodology................................................................................................................................................. 5
Demographic ................................................................................................................................................. 6
Results ........................................................................................................................................................... 6
Discussion...................................................................................................................................................... 9
Conclusion ................................................................................................................................................... 10
Recommendations ...................................................................................................................................... 11
References .................................................................................................................................................. 12

3

Introduction- Locating Myself in the Research
It is important to be reflexive in our roles as researchers, this includes considering our own
relationship to the topic we are investigating. For this reason, I share my relationship with this
research and my own process of how I became aware of the sexual violence policy at
Thompson Rivers University (TRU).
I was sitting in class during my 3rd year of my Bachelor of Social Work degree learning about
policy, when I was first introduced to TRU’s (then new) sexual violence policy. In compliance
with the 2016 BC Sexual Violence and Misconduct Policy Act passed by the Provincial
Legislature, Thompson Rivers University created their BRD-25-0 Sexual Violence policy. Prior to
which, TRU had their Interim Sexual Assault Support and Response Protocol, as well as, a Sexual
Assault Prevention and Response Task Force created in 2015. The BRD-25-0 Sexual Violence
policy includes elements of support for those impacted by sexual violence, prevention and
education work, and procedures for handling reports, investigations and disciplinary actions.
All of which serve an important purpose within a university context.
The more I reflected on the policy, the more questions began to arise. I questioned whether
students knew about this policy that was put in place to support them. What was the level of
awareness within TRU students? If they were aware of the policy, what was the process of how
they became aware? If they were not aware of the policy, how would they like to become
aware and informed of policies such as this in the future? Are students aware of any of TRU’s
other policies? Finally, is this topic even deemed important by students? At this point, I had
more questions than answers. This was the starting point for my Undergraduate Research
Experience Award Program proposal and later the direction of my research.

Literature Review
While completing a literature review, there appeared to be a distinct absence of academic
resources on the topic, especially within a Canadian context. While there is literature on policy
awareness, like that of Love-Quick (2016) and Brown, Henes, and Olson (2016), they explore the

4

awareness of other policies including e-cigarettes (25.9% of participants correctly identified the
policy), as well as, drug and alcohol use (35.6% of participants were aware of the policy). In
addition, there is literature by Schulze and Perkins (2017), that focuses on a specific
demographic- the awareness of sexual violence services within LBGQ- identified students. This
group’s rate of awareness was significantly higher than other studies (65.5% of participants
stated awareness) (Schulze & Perkins, 2017). However, it is also shown in their research that
this demographic has a high rate of sexual assaults and rape that may correlate with their
awareness (Schulze & Perkins, 2017).
Garcia, Lechner, Frerich, Lust, and Eisenberg (2012) note the importance of understanding the
awareness of sexual violence policy because it determines whether students are likely to report
incidences and access support services available to them. They continue to state that the
perceptions of sexual violence resources is an under-researched area (Garcia et al., 2012).
Similarly, Vanderwoerd (2009) found in his research of rural campuses, that less than 40% of
those interviewed were aware of sexual assault resources and interestingly, there was a large
gap between the services known to women (44.2%) versus the services known by men (26.2%).
Potter, Edwards, Banyard, Stapleton, Demers, and Moynihan (2016) explore how sexual
misconduct policy is presented to students and the effectiveness of dissemination methods.
They found that there was a significant increase in students’ understanding of where they can
receive supports, correct procedures and confidentiality, after solely reading the sexual
violence literature and a combination of reading and discussing the literature with supports. It
should be noted that all of these statistics were gathered within an American context and that
these statistics could vary within a Canadian context. Also, it should be noted that many
studies present this awareness of policy as a more female based concern. Vanderwoerd (2009)
notes that campuses are specifically not as safe for female students as hoped. This is
demonstrated through the gender differences noted on the prevalence of sexual harassment
and assault reported by men (13.8%) and women (43.6%) in his research (Vanderwoerd, 2009).
Moreover, Schulze and Perkins (2017) note that services and resources are typically created to
be directed towards females.

5

Overall, policy awareness within university students is an under researched area- especially
when specifically exploring sexual violence policy. The research among what is available
indicates a disconnect between university policies and student awareness. In the future, more
research is needed to increase this understanding and more effectively relay policy to university
students.

Methodology
For this research, 100 students were surveyed to gather information. This survey was a brief
questionnaire derived for mixed methods of quantitative and qualitative questions to gage
student’s own awareness, their perceived importance of awareness and ways in which they
have or could become more aware of the sexual violence policy. Participants were selected on a
basis of convenience by distributing these surveys in public areas on Thompson Rivers
University’s Kamloops campus (with varying locations to promote student diversity). Assistance
with question clarification was present if needed. Since Social Work and Human Service
students can be exposed to this policy through their courses as I was, they were excluded from
the study in order to more accurately gage the general population’s knowledge. Following the
survey, participants received a small compensation for their time in the form of a $5 coffee
shop gift card, as well as, a list of resources for both on and off campus supports to continue
promoting resource awareness.
Though one can try to be impartial, this research is influenced by my own framework. As a
woman, I feel impacted by these policies and this promotes me to incorporate feminist theory
into this work. This research is also impacted by my Social Work discipline, as well as, its ethics.
Carrying out this research contributes to increasing social justice and service to humanity at
Thompson Rivers University (CASW, 2005). Overall, this research was aimed to contribute to a
gap that has already been noted by other researchers and create new insight into not only
sexual violence policy awareness, but policy awareness in general.

6

Demographic
The age of participants ranged from 18 to 36, and within this, the majority of students were
between the ages of 20 to 24. Regarding gender, 51% of participants identified as female, 47%
identified as male, while 1% identified as non-binary and 1% wish not to disclose. Of those
surveyed, 34% identified as an international student and 14% identified as Indigenous.
Participants were drawn from a variety of disciplines including Nursing, Natural Resource
Science, Marketing, Communications, Tourism/ Events, Business Administration, Psychology,
Electrical, Political Science, Computer Science, Visual Arts, Physics, Finance, English, Accounting,
Early Childhood Education, and Journalism. Although, the majority of students were from the
Faculties of Arts, Business and Science.
In contrast to those surveyed, TRU reported in 2017-2018 that 46% of their student presence
on campus were between the ages of 19 and 24 and 84% within the age of 18-39 (TRU: IPE,
2018). They also reported in the same year that 52% of students identified as female, 46%
identified as male, while 2% of gender was not reported (TRU: IPE, 2018). Of those who are on
campus, TRU reported during the 2016-2017 school year that approximately 23.6 % identified
as international students and 13.5% identified as Indigenous (TRU: IPE, 2018). Finally, they
reported that annually the Faculties of Arts, Business and Science continually have the top
three highest enrollments (TRU: IPE, 2018). This leads to the conclusion that this research,
sampled by convenience, is not vastly different than the overall demographics found on
Thompson Rivers University’s Kamloops campus.

Results
When asked about their awareness of TRU’s sexual violence policy, 52% of students reported
some form of awareness, while 48% reported no awareness. When further exploring
awareness within specific demographics, students who identified as Indigenous reported 50%
with some form of policy awareness, while 50% reported themselves unaware. Furthermore,
international students reported 47% with some form of policy awareness, while 53% reported

7

themselves unaware. When exploring gender, 25% of those who identified as female and 23%
of those who identified as male reported some form of awareness, while 26% of those who
identified as female and 24% of those who identified as male reported no form of awareness.
The final 2% represented those who identified as non-binary (1% reported no awareness) and
those who chose not to disclose (1% reported some form of awareness). This demonstrated no
notable gender differences in sexual violence policy awareness. It should be noted, that further
research is needed to better understand demographic specific and intersectional findings.
Participants were then asked to rate their awareness from 0 (no awareness) to 5 (well-versed in
the policy). When asked to scale themselves, 37% rated themselves at a 0 with no awareness,
18% at 1, 17% at a 2, 20% at a 3, 6% at a 4 and only 2% as well-versed at a 5.

Students Self-Identified Awareness
6% 2%
20%

37%

17%
18%
Zero

One

Two

Three

Four

Five

When students were asked which components of the policy they were aware of, many reported
that they solely knew that there was a policy in place, while others knew where to receive
support and where to report an incident. There were many ways that students indicated that
they had become aware of the policy, with posters on campus (13%), orientation (11%) and the
TRU website (8%) as the most prominent. Students also reported becoming aware through the
TRU Wellness Center, talk among friends, within class and through information sessions put on
by the school. When asked if there were any factors that might have impacted their lack of
awareness, students reported a lack of advertisement (18%), they were not made aware (8%),

8

policy is not something they think of/ look into (8%), as well as, a lack of involvement with the
school in general (6%).
In contrast, students were asked about their awareness of other policies at TRU. 52% of
students reported that they were aware of other TRU policies, while 48% reported they were
not aware of any other TRU policies. It should be noted, that the 52% that had some form of
awareness about the sexual violence policy were not the same 52% that were aware of other
TRU policies. The policies that students were most aware of among those surveyed were TRU’s
Student Academic Integrity (33%), Pets/ Animals on Campus (12%), and, Alcohol, Cannabis and
Tobacco (8%) policies. When asked to scale their opinion of the importance of students being
made aware of TRU’s sexual violence policy from 1 (not important) to 5 (very important), 72%
reported the importance at a 5, 18% at a 4, 4% at a 3, 3% at a 2, with 3% not disclosing.

The Importance of Sexual Violence Policy
Awareness
3%3%
4%
18%

72%

Five

Four

Three

Two

Not Disclosed

Participants were also asked how they would like to become aware of sexual violence policy
and were welcome to choose all that applied to them. The most desired means were through
posters on campus (81%) and social media in general (69%). Other means for dissemination
included, through emails (56%), workshops (50%), specifically Instagram (56%), specifically
Facebook (55%), specifically Twitter (22%), and interactive tables on campus (27%).

9

Students Desired Means of Increasing Their Awareness
% of Students

100

81

80

56

60

69
50

40

56

55

27

22

20
0

Posters

Emails

Social
Media

Interactive Workshops Facebook
Tables

Instagram

Twitter

Means of Dissemination
Students Desired Means of Increasing Their Awareness

Participants also brought forth their own suggestions, including through group discussions,
information in classrooms, student orientation, and more on TRU’s public televisions and
website. Lastly, students were asked if they believed that the awareness of this policy could
currently, or in the past have benefited themselves or a friend. Students reported 73% believed
that this awareness could have benefited them in the past, with 27% indicating that it would
not have. They also reported that 77% believed that this awareness could currently benefit
them, with 20% indicating that it would not, and 3% not disclosing.

Discussion
Though this research used a relatively small sample size, it reveals the importance of further
research into student awareness of policies that impact their education and safety. This
research echoes the findings of other researchers, such as Love-Quick (2016) and Brown et al.
(2016) as they explored substance use policies, where they found low levels of awareness
among students. This research reported higher levels of awareness than theirs; however, many
students reported gaining awareness from campaigns that already exist on Thompson Rivers
University’s campus, such as through workshops and posters. Potter et al. (2016) report that
students learned best about sexual misconduct policies through engaged lessons, and this is
supported through the findings of this research that students experienced within workshops. In
this case, such as the Consent Tea and orientation that were important in increasing student

10

awareness. In addition, TRU students asked for continued discussion beyond student
orientation sessions to increase awareness. Potter et al. (2016) also noted that there were
significant improvements to students’ awareness of supports through increase policy
awareness. This has implications for both policy and services.
In this research, 77% of TRU students surveyed believe that an awareness of TRU’s sexual
violence policy could currently benefit themselves or a friend. A participant urged the
importance of increasing awareness stating, “I have had friends at TRU that have been
victimized and didn’t know what to do about it” (Male, 30, Electrical). Another stated “I just
feel that being well-versed in policy is important. I have a friend who was sexually harassed on
Res. two years ago. Should we been aware of the policy, we could have done more about it”
(Female, 23, Communications). Another spoke more generally stating that sexual violence
policy is a “very important topic to discuss and become aware” of (Undisclosed, 18, Arts).
Conversely, some students did not see the relevance of this policy to their lives and rated it as
less important. Overall, the majority of students found this awareness important to protect
themselves, support others and in general a benefit to TRU students.

Conclusion
Of those surveyed, the majority of students demonstrated minimal awareness of TRU’s sexual
violence policy. Conversely, they indicated that the need for policy awareness is important and
that they could benefit from increased awareness. Of those who are aware of the policy, many
became aware through posters on campus, orientation and the TRU website. Students also
identified social media, emails, and posters as important ways to continue increasing
awareness. When the awareness of other TRU policies was explored, students indicated that
they also had limited knowledge regarding these policies. Overall, continued campaigning is
needed to increase the awareness of Thompson Rivers University’s sexual violence policy, as
well as, supports for students.

11

Recommendations
Based upon the data collected, it is recommended that there is a continuation of the poster
campaign, an increase in the utilization of social media to promote awareness and finally, a
continuation of interactive workshops, such as the Consent Tea. When asked if students would
like to become aware of policies through poster campaigns, 81% stated that they would- this is
the highest consensus among the dissemination means surveyed. Furthermore, many students
expressed that they were solely aware of the policy through the poster campaign on campus.
This is a strong indication that this method is working. When asked if students would like to
become aware through social media, 69% said they would in general, while 55% specifically
identified Facebook, 56% specifically identified Instagram, and 22% specifically identified
Twitter; making it the second most desired means of increasing awareness. Both of these
means speak to meeting the students where they are at. In other words, if they are in the hall,
inform them in the hall, if they are on their devices, inform them on their devices. It is
extremely important to make this information, and information like it, available where it is
most likely to be accessed. Finally, some students identified workshops, including the Consent
Tea as their means for becoming informed. This was not among the highest stated; however,
those who attended the brief workshops, were strongly impacted by them and could relay their
learning during the survey. It should be noted that the primary topic of the tea was consent,
although, students noted discussing a wide range of topics, including sexual violence. This
demonstrates a more thorough means for relaying awareness and supports to students.
Students would benefit from either continuing on the topic of consent and sexual violence or
with it expanded to incorporate other elements of sexual violence policy and resources. Based
upon this research, it can be concluded that three means of relaying information stated above
can effectively increase the awareness of sexual violence policy within Thompson Rivers
University students.

12

References
Brown, E., Henes, A., & Olson, L. (2016). E-cigarette policies on college campuses: Student use
behaviors, awareness, and policy support. Journal Of Community Health, 41(6), 11101115. doi:10.1007/s10900-016-0262-y
Canadian Association of Social Workers (CASW). (2005). CASW/ACTS: Guidelines for ethical
practice. Ottawa: Canadian Association of Social Workers. Retrieved from: https://caswacts.ca/en/Code-of-Ethics
Csiernik, R., & Birnbaum, R. (2017). Practicing social work research: Case studies for learning
(2nd Edition). Toronto: University of Toronto Press.
Garcia, C. M., Lechner, K. E., Frerich, E. A., Lust, K. A., & Eisenberg, M. E. (2012). Preventing
sexual violence instead of just responding to it: Students' perceptions of sexual violence
resources on campus. Journal Of Forensic Nursing, 8(2), 61-71. doi:10.1111/j.19393938.2011.01130.x
Love-Quick, S. J. (2016). The relationship of students' awareness on drug policy, procedures, and
intervention programs to the drug and alcohol use on college campuses: A correlational
study. Retrieved from:
https://pqdtopen.proquest.com/doc/1807433403.html?FMT=ABS
Ministry of Advanced Education. (2016). Preventing and responding to sexual violence and
misconduct at British Columbia post-secondary institutions: A guide for developing
policies and actions. Retrieved from:
https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/institutionresourcesadministration/5233_sexual_violence_and_misconduct_policy_guidelines_web.pdf
Potter, S. J., Edwards, K. M., Banyard, V. L., Stapleton, J. G., Demers, J. M., & Moynihan, M. M.
(2016). Conveying campus sexual misconduct policy information to college and
university students: Results from a 7-campus study. Journal Of American College Health,
64(6), 438-447. doi:10.1080/07448481.2016.1178122
Schulze, C., & Perkins, W. (2017). Awareness of sexual violence services among LGBQ-identified
college students. Journal Of School Violence, 16(2), 148-159.
Thompson Rivers University: Integrated, Planning and Effectiveness (TRU: IPE). (2018). Factbook
fiscal year 2017-18. Retrieved from: https://www.tru.ca/ipe/factbooks.html
Thompson Rivers University (TRU). (2017). Sexual violence (BRD 25-0). Retrieved from:
https://www.tru.ca/__shared/assets/Policy_BRD_25-0_Sexual_Violence40359.pdf

13

Vanderwoerd, R. J. (2009). Experiences of sexual coercion, awareness of services, and
acceptance of rape myths among students in rural colleges. Rural Social Work and
Community Practice, 14(1), 17-28.