Students are direct participants in university procedures to respond to campus sexual assault claims under Title IX law. Yet, the ways in which students understand procedural justice in the adjudication of campus sexual assault remains understudied. We presented a sample of students at a large, public university with three hypothetical scenarios in which an accused student admits, claims to have misunderstood consent, or denies a report of forcible rape. Using mixed methods to analyze student views of punishment for each scenario, we found that participants assigned the least sanctions, guilt, and responsibility to an accused student who denied a report of rape compared to a student who claimed to have misunderstood consent. Participants assigned the highest sanctions, guilt, and responsibility to the accused student who admitted to rape. In their explanations, few students discussed concern for the victim or the victim’s right to education. When the accused student evaded responsibility, students failed to apply affirmative consent, drew on the catchphrase “he said, she said,” and expressed victim questioning and blame. Our findings suggest that victim-survivors may be exposed to criticism when an accused student contradicts a report of rape. We recommend practitioners adjust Title IX trainings and adjudication procedures accordingly.

根据第九条法律，学生是大学程序的直接参与者，以回应校园性侵犯指控。然而，学生在校园性侵犯裁决中理解程序正义的方式仍未得到充分研究。我们向一所大型公立大学的学生样本展示了三种假设情景，其中一名被指控的学生承认、声称误解了同意或否认强奸报告。使用混合方法分析学生对每种情况下的惩罚看法，我们发现与声称误解同意的学生相比，参与者对否认强奸报告的被告学生分配的制裁、内疚和责任最少。参与者为承认强奸的被告学生分配了最高的制裁、有罪和责任。在他们的解释中，很少有学生讨论对受害者或受害者受教育权的关注。当被指控的学生逃避责任时，学生没有申请肯定同意，而是套用“他说，她说”的标语，表达对受害者的质疑和责备。我们的研究结果表明，当被指控的学生与强奸报告相矛盾时，受害者幸存者可能会受到批评。我们建议从业者相应地调整 Title IX 培训和裁​​决程序。我们的研究结果表明，当被指控的学生与强奸报告相矛盾时，受害者幸存者可能会受到批评。我们建议从业者相应地调整 Title IX 培训和裁​​决程序。我们的研究结果表明，当被指控的学生与强奸报告相矛盾时，受害者幸存者可能会受到批评。我们建议从业者相应地调整 Title IX 培训和裁​​决程序。