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dc.contributor Gonzales, Rachael en_US
dc.contributor Quirarte, Raquel en_US
dc.contributor Pimentel, Katrina K. en_US
dc.contributor.advisor Loeza, Porfirio en_US
dc.contributor.author Souza, Alicia Eileen Barros
dc.date.accessioned 2020-07-27T22:47:30Z
dc.date.available 2020-07-27T22:47:30Z
dc.date.issued 2020-07-27
dc.date.submitted 2020-05-01
dc.identifier.uri http://hdl.handle.net/10211.3/216950
dc.description Dissertation (Ed.D., Educational Leadership)--California State University, Sacramento, 2020. en_US
dc.description.abstract This dissertation utilized a concurrent mixed methods research design to explore the relationship between policies and procedures, and the underlying beliefs, and assumptions surrounding sexual violence at one large 23 campus university system in the United States. Sexual violence is a pervasive social and organizational problem, with universities experiencing unprecedented litigation resulting from the mishandling of these cases. Consequently, sexual violence has lasting effects for not only the survivor, but for the university, its affiliates, and the greater community. The following chapter details this study’s findings and the analysis of the results from the qualitative data (document analysis and responses to two open-ended survey questions) and quantitative (close-ended survey questions). Survey responses were collected from the entire campus community; A sample of 412 participants, varying in role, from 10 campuses was gathered. Concurrent triangulation of the data from these three sources were compiled together in order best address the research questions that informed this study and its methodology. The data from both sources collectively address these research questions, revealing 4 main themes and 16 supporting analytical claims. The four themes revealed were, Latent Permeation of a Culture of Silence, Systemic Barriers Overshadow Campus Culture, Rape Myth Acceptance in Relationship to Reflexivity, and Transformative Efforts to Spread Awareness and Support. Through this analysis it was revealed that although efforts to increase awareness, support, and policy implementation, a culture of silence still underscores the campus culture within the Western State’s dual- university system. Equitable practices including a strong communication strategy, and a transformative leadership approach are offered as recommended practices for educational leaders looking to transcend the culture of silence within their organization. Limitations presented by lack of access to several campus population reveals the need for a lager, fully funded study throughout large university systems. en_US
dc.description.sponsorship Graduate and Professional Studies in Education en_US
dc.language.iso en_US en_US
dc.subject Title IX en_US
dc.subject leadership en_US
dc.subject Sexual violence en_US
dc.subject Rape culture en_US
dc.subject Higher education en_US
dc.subject Leadership en_US
dc.title Transcending a culture of silence: educational leadership's role in actualizing a culture of empowered consent en_US
dc.type Dissertation en_US


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