Student Activism in the Anti-Rape Movement at One University, 1970-1990

Background and Purpose:

This historical analysis research project traces the early history of the anti-rape movement by examining one university's development of a sexual assault program and the role of student activism. The time period between the 1970s through the 1990s was selected due to the significant development of national legislation, research, literature, and activism surrounding sexual violence on college campuses. Specifically, this historical analysis traces the development of the Sexual Violence Program (SVP), now known as the Aurora Center, which developed as the University of Minnesota's student center to provide education, advocacy, prevention, and support to the campus concerning sexual violence, and how the anti-rape movement was addressed by students, administration, faculty, and other key stakeholders shaping and responding to the movement.

 

Methods:

This is a historical research project. Both primary and secondary sources are used. Primary sources include documents from the University of Minnesota's Archives Collection that provide insight into how the University of Minnesota responded to sexual violence on its campus during the 1970s through the 1990s. The University of Minnesota's Archives has a collection that is specific to the Aurora Center and encompasses administrative documents, memos, financial documents, program reports, newspaper clippings, and training and workshop materials. This collection traces the history of the Aurora Center, including its establishment in 1986 as the SVP, along with how the University of Minnesota addressed sexual violence during the 1970s through the 1990s. Secondary sources are included to provide context to the topic of sexual violence, research, feminism, and campus culture during this time period.

 

Results:

The debate of sexual violence at the national level was reflective of the anti-rape movement at the University of Minnesota as it worked to identify how to best respond to sexual violence. The school faced challenges of conflicting opinions, leadership turnover, and controversy in establishing the SVP. Disagreements occurred early in the SVP's history, as leadership disputed the services, programming, and education for victims of sexual violence and the campus community. However, it was the students' persistent advocacy that led to conflict resolution and the reinstatement of victim services.

 

Conclusions and Implications:

The development of the SVP was spurred by student activists leading the anti-rape movement on campus. Refusing to be victims of leadership debates, students organized marches, 24-hour rape free zones on campus, candle-light vigils, signed petitions, and advocated with student and administrative groups. Since the 1970s through the 1990s, students have continued to be resilient activists in creating change and organizing on campuses to address sexual assault. Regardless of school or political administrations, it is clear that activists, especially youth and students, will not remain silent in advocating for change and protection. Research must continue to identify not only the historical role of student activism in addressing sexual violence on campuses but also the on-going ways in which students are leading the anti-rape movement today. The voices of student activists will continue to inform the most appropriate policies, practices, and future research pertaining to sexual violence on campuses.