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Dating Abuse and Harassment Among Sexual and Gender Minority US College Students

NCJ Number
308023
Journal
LGBT Health Volume: 10 Issue: S1 Dated: 2023 Pages: S79–S88.
Date Published
2023
Length
10 pages
Annotation

This article reports on the authors’ examination of the prevalence of dating abuse, sexual assault victimization, and harassment among sexual and gender minorities on college campuses.

Abstract

Sexual and relationship violence has devasting effects on the health and well-being of college students. The study reported in this article assessed the prevalence of dating abuse victimization and harassment among sexual and gender minority (SGM) college students within the first three months of college enrollment and identified potential demographic differences in exposure. Data were from the 2020-2021 Sexual Assault Prevention for Undergraduates digital sexual assault prevention program (N = 250,359). Descriptive statistics were used to determine three-month prevalence of dating abuse victimization and harassment among gender identity and sexual orientation subgroups and to examine within-group differences based on race and ethnicity. Results indicated rates of dating abuse victimization and harassment, during college among transgender women, transgender men, genderqueer/nonconforming students, women, and men. Students who identified with more than one sexual orientation identity reported the highest rates of dating abuse and harassment during college. SGM students with particular racial/ethnic identities (i.e., Indigenous, multiracial) reported disproportionately higher rates, particularly American Indian/Alaska Native/Native Hawaiian/Pacific Islander students who identified as transgender men, transgender women, genderqueer/nonconforming students, queer/pansexual/questioning students, and students with multiple sexual orientation identities. The authors conclude that targeted intervention strategies and resources are needed on college campuses to support the needs and experiences of SGM students, including students who identify as Indigenous, multiracial, and other persons of color. Publisher Abstract Provided

Date Published: January 1, 2023