Exploring International Chinese Students' Perceptions of an on-Line, Sexual Violence Training Program

Background/Purpose: International student enrollment in colleges and universities in the U.S. continues to increase with a particular surge in students from China. In 2014-2015, universities enrolled 304,040 students from China, an 11% increase from the previous year. At the same time, recent updates to federal legislation along with an expanded interpretation of existing legislation compel institutions of higher education to address sexual violence prevention on campus. Sexual misconduct continues to be prevalent issue. A 2015 national survey of colleges and universities revealed that one in five women experienced sexual assault while pursuing higher education. Consequently, efforts to address campus safety should consider the needs of increasingly diverse student populations. The study explores the experience of Chinese international students completing a university-sanctioned, online program related to sexual violence prevention. The researcher has two objectives: (1) to explore perceptions of Chinese students about an online sexual violence program in terms of cultural relevance and comprehension; and (2) to explore how the experience of completing the program impacts perceptions of safety on campus for Chinese students.

Methods: This qualitative study was conducted at a large, Midwestern university. Eligible participants included international students from China who were 18 years or older. A convenience sample (N=6) of five females and one male was recruited using snowball-sampling techniques. After providing informed consent, participants spent approximately 60 minutes completing an online program. The researcher interviewed participants using an in-depth, semi-structured interview protocol. Interviews were recorded, transcribed, de-identified, and coded. Analysis included open coding and thematic development consistent with a grounded theory approach.

Results: The age of participants ranged from 18 – 24 years. All participants had been in the US for less than one year; three participants were undergraduate and three were graduate students. Four major themes emerged from the analysis of the data including 1) experiences with the training, 2) impact of the training, 3) comparing experiences across culture, and 4) suggesting changes to the training. Most participants had challenges comprehending the content and did not find the material in the training to be relevant to their lives on campus. Although students reported feeling more aware of their vulnerability, they did not translate this elevated awareness into behavior change that corresponded accurately with areas of risk. Participants often contextualized both the material from the training and their campus experiences by referencing Chinese culture. Students perceived that, compared to the United States, Chinese universities provided minimal sexual violence education for college students, a lack of supportive response for survivors, and a reluctance to discuss topics related to sex. All participants suggested changes to the training with the intent of increasing participation, enhancing the overall experience, and maximizing students’ ability to relate to and comprehend the content.

Conclusions and Implications: Findings suggest that with the national trend of increasing Chinese international student enrollment, educational efforts related to sexual violence need to be more inclusive of diverse student perspectives.  Results from this study can inform college and university educational efforts, mandated by federal legislation, relating to sexual violence prevention.