Abstract

A Spring 2020 online undergraduate gender and justice course included a redesigned emphasis and approach with a focus on gender-based victimization in the #MeToo era. The course emphasized victims’ experience of gender-based violence and justice, with particular attention to how recent social change efforts by and for survivors of sexual violence have raised awareness and pointed to needed reforms in the justice system. Students demonstrated learning and personal reactions to the educational materials through journals and group discussions. This article investigates student engagement and reactions to #MeToo-related content in the course, using qualitative coding of online discussions and journal entries regarding course materials on campus sexual assault, #MeToo activism, and the personal memoir Know My Name (2019) by survivor Chanel Miller. Findings from qualitative analysis of student narratives in the course demonstrate how (1) students felt supported expressing varied emotions through online discussion of gender-based violence, and (2) while students sometimes experienced negative emotion, this was balanced with hope and empathy for victims in reflections on #MeToo and gender-based victimization topics. This research contributes to the literature on teaching about gender-based violence and exploring the student experience in this #MeToo era, with strategies for online approaches.

摘要

2020 年春季本科性别与正义在线课程包括重新设计的重点和方法，重点是#MeToo 时代基于性别的受害。该课程强调受害者在基于性别的暴力和正义方面的经历，特别关注最近性暴力幸存者所做的和为他们所做的社会变革努力如何提高了认识，并指出了司法系统需要进行的改革。学生通过期刊和小组讨论展示了对教育材料的学习和个人反应。本文调查了学生对课程中#MeToo 相关内容的参与和反应，使用关于校园性侵犯、#MeToo 激进主义和个人回忆录“知道我的名字”的课程材料的在线讨论和日记条目的定性编码(2019) 幸存者香奈儿米勒。课程中学生叙述的定性分析结果表明 (1) 学生通过在线讨论基于性别的暴力而感到支持表达各种情绪，以及 (2) 虽然学生有时会经历负面情绪，但这与对受害者的希望和同情相平衡在对#MeToo 和基于性别的受害主题的反思中。这项研究为有关基于性别的暴力教学和探索这个#MeToo 时代的学生体验以及在线方法的策略的文献做出了贡献。