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This narrative qualitative study explored how sorority members negotiated their identities within systems of hegemony with their student communities. Sorority members used women's empowerment discourse to rationalize how they consumed alcohol, engaged in frequent consensual sexual relationships, and navigated relationships with fraternity men and across their campus sorority/fraternity communities. Implications for practice included harm reduction, sex education, and supportive policies.

This qualitative media study, undertaken within an interpretative research paradigm, aims to expand our knowledge of sexual violence perpetrated against learners in South African public and private schools. Due to ethical, normative and methodological barriers surrounding research on sexual violence in schools, South African English language newspapers were used as data source. The SA Media database was utilised to identify 153 relevant newspaper articles published in the period of 1 January 2020 to 31 December 2022. Themes were identified by means of qualitative content analysis. The findings shed light on the extent of sexual violence in schools, the acceptance and normalisation of teacher-on-learner sexual violence, the exploitation of learners' academic and athletic aspirations by teachers and coaches, and the imbalance of power and consequent abuse of power in a country where hegemonic masculinity prevails. Moreover, the study found teachers, coaches, caregivers, taxi drivers and fellow learners to be perpetrators of sexual violence. The study also highlights the negative effects of sexual violence on the victims' academic, mental, physical and social wellbeing. Drawing on Galtung's typology of violence, three dimensions of violence, namely personal or direct violence, indirect or structural and cultural violence were identified. This multidimensional interpretation emphasises the need to address this scourge on direct, structural and cultural levels.

This investigation explored hindsight bias in college students' perceptions of sexual assault. Participants read a vignette about a man and woman who met at a party with the conditions varied across the vignettes: the alcohol use of the characters, the outcome of the vignette, and in the rape outcome, the victim's actions after the assault. Hindsight bias was assessed using both the posttest-only method and the pretest/posttest method and for both the outcome of the vignette and post-outcome events. Results revealed significant evidence for the existence of hindsight bias with the pretest/posttest method. Additionally, results revealed some evidence for hindsight bias contamination in perceptions of vignette characters, but in ways contrary to those predicted by the Defensive Attribution Hypothesis (Shaver, 1970).

The current study used an intersectional framework to investigate international students' experiences of sexual violence and examine differences in contexts, consequences, and disclosure between international and domestic students. Secondary analyses (chi-squares, multivariate logistic regressions) were conducted on previously collected data. The sample consisted of 6,554 students, including 764 international students. Compared with their domestic peers, international students of all ages, genders, sexual orientations, minority status, grade levels, and time spent at university faced an increased likelihood of being the target of sexual violence. Contexts and disclosure of victimization did not vary by student status. International students reported more PTSD symptoms after campus sexual violence. Future studies are needed to determine why perpetrators target international students. Prevention and intervention efforts need to acknowledge diversity among international students and potential victims who could be men, women, LGBTQ+ students, undergraduate and graduate students.

This study aims to (1) comprehensively describe the design of web-based sexual violence information systems (SIM) in universities, (2) Describe sexual violence efforts in (3) Explore and explain the role of web-based Management Information Systems (SIM) in efforts to prevent sexual violence in Higher Education. This research was designed with the type of Research and Development research. This type is directed to show facts or events systematically and accurately regarding certain conditions as the focus of the study. The data collection method is carried out in three ways, including: (1) observation, (2) interview, (3) questionnaire, (4) documentation. All four are carried out in a planned manner to obtain complete and relevant data. The collected data are then analyzed using induction techniques, namely by drawing conclusions ranging from specific statements or facts to conclusions of a general nature. Research reports are presented in the form of detailed descriptive descriptions, equipped with product prototypes, images and tables as the scope of discussion. The findings of this study show that (1) the sexual violence management information system in higher education is a form of service that manages data into information with the support of website facilities as a medium of interaction, (2) efforts to prevent sexual violence in universities include task force making activities, training and workshops on sexual violence assistance, and (3) the role of web-based management information systems in preventing sexual violence in universities as a form of university commitment to make decisions / policies in developing educational institutions, and also helping service users (stakeholders) to channel their aspire for the development of institutions.

Because university campuses are microcosms of broader political and social climates, the increasingly polarized climates outside universities can permeate the classroom, challenging faculty who teach topics characterized by controversy and discomfort. We conducted a lesson study project at a college in the southeastern United States in three first-year courses from different disciplines to examine how the broader tensions of the #MeToo movement emerged and affected a class activity focused on gender. We sought to understand our students responses to a moment of discomfort generated by discussions of sexual roles, consent, and assault issues that are relevant in both this cultural moment and in the lives of many first-year college students. We observed responses ranging from affirmation to resistance in what felt at times like our own failure. Without this collaboration, each of us may have been left with a narrower view of what the students learned and an incomplete sense of our own work. What began as an investigation into students transformative learning experiences ended as a transformative experience in our own understanding of the acts of teaching and the complexities of student learning.

The viral #MeToo movement of recent years eventually moved from adult celebrities to harassment in K-12 schools. While many may think of sexual activity and/or harassment beginning in high school, the truth is that many middle school students engage in these behaviors as well. Adolescents have a natural curiosity about their bodies and burgeoning sexuality, but adults often ignore this. Schools should provide more comprehensive sex education in an effort to better inform adolescents and prevent nonconsensual sexual behaviors among younger students.

In this manuscript, we use Reason and Kimball's (2012) Theory to Practice Model to illustrate our experience building a Center dedicated to addressing dating and sexual violence among college students. We provide details of the context in which we work, highlight the processes we engaged in to recruit a broad swath of campus community members to engage in our collective work, and describe some initial outcomes of our work. We conclude with recommendations for campus leaders wishing to explore theory to practice in the context of addressing dating and sexual violence among college students.

Little focus has been afforded to LGBT+ students' study abroad experiences. We conducted a systematic literature search and synthesis which identified 13 articles either with a focus on or inclusion of participants who were LGBT+ studying abroad. We coded included articles' key information, including participant demographics; program duration, location, and academic focus; study methodology; and study results. The majority of studies used qualitative methods, and we note that gay and bisexual male students are severely underrepresented. Key findings also include issues of homophobia/transphobia, race and ethnicity disparities, community policing, sexual assault and rape, and methodology. We suggest that researchers on LGBT+ abroad focus on gay and bisexual male participation and focus on how queer community is formed abroad and regulated by its members. Furthermore, we recommend future research include demographic questions inclusive of LGBT+, employ more mixed methods or quantitative approaches, and measures emphasizing intercultural and academic gains for LGBT+ students.

This study examined whether knowledge of sexual consent buffers the relationship between risk factors for sexual violence (SV) and SV perpetration among first-year college men. The study data were drawn from a longitudinal study with 1144 first-year college men. A series of generalized linear models were conducted to examine whether knowledge of sexual consent moderated the relationship between SV risk factors and SV perpetration. Knowledge of sexual consent moderated the effect of hypermasculinity (P < 0.001), binge drinking (P < 0.001), rape-supportive social norms (P = 0.007) and peer support for SV (P < 0.001) such that there was a positive association between risk factors and SV perpetration among those with lower, but not higher, knowledge of sexual consent. Knowledge of sexual consent did not significantly moderate the relationship between SV perpetration and outcome expectancies for non-consensual sex (P = 0.387) and pornography use (P = 0.494). Knowledge of sexual consent may counteract risk factors for SV perpetration among young college men. The findings highlight the need for consent education to be incorporated in youth comprehensive sexual education to increase knowledge of sexual consent prior to college and campus-based SV prevention programming delivered to college students.

This study aims to determine college students' levels of knowledge about sexual harassment and assault, and to identify the predictors of this level of knowledge. Participants have been selected using a multi-stage sampling method and consist of 7,302 college students from a state college in Turkey. The age of participants ranged from 17 years to 29 years with a mean age of 21.33 years (SD = 2.04). The Sexual Harassment and Assault Knowledge Test, the Survey of College Students' Exposure to Sexual Harassment and Assault, and a socio-demographic form were used to obtain data from the sample. The two-steps cluster analysis revealed that 70.2 % of the all participants had moderate level of knowledge about sexual harassment and assault, while 13.6 % had a low level of knowledge and 16.2 % had high level of knowledge. The CHAID analysis indicated that sex was the main predictor of level of knowledge about sexual harassment and assault. Also, exposure to sexual harassment or assault, dating experience, and having gender-equality education were found as other predictor variables. Finally, classification accuracy of the CHAID model was found 79.5 % within the sample.

Campus sexual misconduct has been a growing concern in recent years. The researchers of this qualitative study analyzed the perceived adequacy of current sexual misconduct training and delivery practices from Title IX coordinators representing 11 higher education institutions across the United States. Results point to the importance of establishing both online and in-person Title IX practices to change the culture of sexual misconduct, greater support victims, and prevent future violence. Awareness of these practices is critical for institutions seeking to create safer campus climates and communities.

A global health issue, sexual assault affects individuals of all ages, genders, and socioeconomic status. Forensic nurses, particularly sexual assault nurse examiners (SANE), deliver trauma-informed, patient-centered health care. Providing care to persons who experience sexual violence requires mastery of numerous psychomotor skills, many of which are not taught in nursing school. To facilitate knowledge and skill development, simulation-based learning was incorporated into an adult sexual assault simulation course designed for new SANEs. A virtual reality (VR) simulation was developed over three years with a multi-disciplinary team to assist Registered Nurses (RNs) who were novice SANEs to master technical skills necessary to perform the sexual assault examination. Through a head mounted display, learners were immersed in the virtual environment, working their way through modules that taught technical skills. This novel approach was created through a unique collaboration of students, content experts, and faculty, providing a consistent platform to examine a vulnerable population without re-traumatizing the victim. The VR simulation may be used to train new nurses and refine skills of more experienced nurses in sexual assault examination.

Sexual violence is a global phenomenon needing sustainable interventions. The article extends findings from media literacy scholars by exploring ways that critical media literacy (CML) pedagogies can be used to teach affirmative consent education for the purposes of violence prevention. The article is not a curriculum blue-print, as the pedagogies are still being piloted for adolescents in Ontario. However, the rationales for bridging consent education and critical media literacy apply transnationally. Engaging educators and students with critical analysis of media and creative media production is key to transformative learning about consent, within and beyond the classroom. The article ends by outlining methods that will be used to test the hypothesis that a CML approach rooted in social justice frameworks and best practices in violence prevention will improve the way affirmative consent is taught to adolescents.

Many challenges exist to conducting participatory research and consultation with young people, especially with those considered vulnerable or at risk. Beyond respecting the safety and wellbeing of young research participants, researchers must be aware of barriers to youth engagement and be attuned to the many forms of youth resistance. As young people are seeking more control over their lives, traditional knowledge hierarchies between adults and youth are shifting. In July 2018, an event entitled Circles Within Circles brought together Indigenous and non-Indigenous girls and young women from South Africa, Canada, Russia, Sweden, and Kenya to learn from each other's participatory art-making and create a network for challenging gender-based violence (GBV). This article provides insight into the often-invisible experience of the "supporting cast" in events like Circles Within Circles. The co-authors are doctoral and postdoctoral researchers who contributed to organization and acted as facilitators, notetakers, and participants. The co-authors conduct participatory analyses of journal entries they wrote throughout the event, and jointly reflect on the activities and their feelings about their roles. Reflecting, for example, on gut feelings about young participants' use of voice and silence during adult-led activities, the co-authors discuss their reading of girls' demonstrations of resistance. This embodied knowledge, further cultivated by attuning to shared experience, is explored in this collaborative auto-ethnography. Examining the complexities of this cross-cultural and intergenerational event, the co-authors contend that when supporting girls and young people subverting dominant narratives of GBV, researchers' embodied reflexivity is crucial for positively contributing to girl-led change.

Building durable peace through education requires addressing the gender ideologies and hierarchies that encourage both direct physical aggression and indirect harm through marginalization and exploitation. Although formal education systems are shaped by gendered patterns of social conflict, enmity, and inequity, schools can help young people to build on their inclination, relationships, and capability to participate in building sustainable, gender-just peace. In this paper, we draw from focus group research conducted with youth and teachers in public schools in Mexico, Bangladesh, and Canada to investigate how young people understood the social conflicts and violence surrounding them and what citizens could do about these issues; and how their teachers used the school curricula to address them. The research revealed that gender-based violence was pervasive in students' lives in all three settings, yet the curriculum the teachers and students described, with minor differences between contexts, included few opportunities to examine or resist the gender norms, institutions, and hierarchies that are the roots of exploitation and violence.

This study examined whether attitudes based on labels and counselor demographics predicted empathy and rape myth acceptance in counselors. A difference in attitudes based on the labels of either "prostitute" or "sex trafficking" was found. Attitudes based on labels and counselor demographics additionally predicted scores of empathy and rape myth acceptance. The importance of obtaining training on human sex trafficking was identified. The implications of these findings are discussed within the areas of counseling, counselor education, and counselor supervision, including challenging stigmatizing beliefs about individuals who have experienced commercial sexual exploitation, incorporating discussions about human sex trafficking into counselor education courses, and learning about resources and trauma-informed techniques that empower trafficked clients and support counseling supervisees.

A mixed methods analysis of Canadian natural sciences and engineering faculty's workplace experiences revealed a gendered care gap with women reporting greater responsibility for students' personal and mental health problems, including suicidal thoughts and behaviour, and sexual assault. Statistical results demonstrated that women were approached by a significantly greater number of students to discuss serious non-academic issues and experienced more stress as a result. A comparative qualitative analysis found faculty's responses to students' problems were informed by gendered cultural care expectations that require women to be more supportive than men. However, female and male faculty's care burden may also be exacerbated by institutional factors, including senior administrative positions, undergraduate class loads, and teaching courses with mental health-related content. As such, the care gap is relevant to understanding the extent to which gender inequality is embedded within the structure of universities.

The purpose of this study was to assess teachers' knowledge and reporting practices in response to sexual gender-based violence in schools. To learn more about the role teachers can play in responding to gender-based violence, this study examines teachers' perceptions of gender-based violence and their actions around reporting incidences of the violence. The study asked, "What are teachers' perceptions of gender-based violence and how, if at all, do teachers' address the violence as change agents?" This exploratory study used descriptive statistics, independent t-tests, and correlations to analyze 129 self-administered survey instruments that measure secondary teachers' knowledge, attitudes, and responses to gender-based violence in schools. Overall, teachers perceived that they can be change agents but lack the knowledge, protection, and training to successful play such as role. Respondents reported that they are unable to report sexual gender-based violence largely because it is unsafe to do so and because of the pressures of teacher solidarity.

This case study explores the experiences of nine female-identifying feminist public educators working with Ontario, Canada, sexual assault centres who regularly facilitate discussions about sexual consent and gender-based sexual violence in schools, post-secondary institutions, and community workshops. The educators discuss their experiences of adaptation and "inoculations" for inspiring transformative learning in their audiences, and the ways in which their practice and person have been transformed through their profession. With a focus on the relationships between intersectional feminist pedagogy, social justice education, transformative learning, and public pedagogy, the educators describe their resilience from trauma, critical thinking, and self-reflective practice, highlighting the benefits of co-facilitation, debriefing with colleagues, and mentorship.

Socio-interpersonal factors have a strong potential to protect individuals against pathological processing of traumatic events. While perceived social support has emerged as an important protective factor, this effect has not been replicated in people with intellectual disabilities (ID). One reason for this might be that the relevance of socio-interpersonal factors differs in people with ID: Social support may be associated with more stress due to a generally high dependency on sometimes unwanted support. An exploration of the role of posttraumatic, socio-interpersonal factors for people with ID is therefore necessary in order to provide adequate support. The current study aims to explore the subjective perception of social reactions to disclosure of sexual violence in four women with mild to moderate ID. The study was conducted in Austria. The women were interviewed about their perception of received social reactions as benevolent or harmful, their emotional response, and whether they perceived being treated differently due to their ID diagnosis. The interviews were analysed using qualitative content analysis. First, the interviews were coded inductively, and social reactions were then deductively assigned to three categories that were derived from general research: positive reactions, unsupportive acknowledgement, turning against. Findings on the perception of social reactions were in line with findings from the general population. Overall, participants reported that they did not feel that they were treated any differently from persons without disabilities. However, the social reactions they received included unjustified social reactions, such as perpetrators not being held accountable. A possible explanation may be a habituation and internalisation of negative societal attitudes towards women with ID. Empowerment programmes and barrier-free structural support for women with ID following trauma exposure should be improved.

In this article, three English Language Arts teachers draw on their teaching experiences of addressing sexual violence in assigned young adult literature. The authors use their experiences to guide a series of suggestions for other teachers who wish to teach these texts in their own classes. First, the authors offer suggestions for legitimizing the literature with school leaders and students' caretakers. Then, the authors offer a list of steps that teachers can follow so that students develop an accurate understanding of sexual assault and rape. Finally, the authors provide curricular suggestions to teach students to critically examine those topics when reading young adult titles. Although the focus of this article is young adult literature, the teaching suggestions can be applied to other texts.

Many young women attending post-secondary education report high rates of sexual coercion and other forms of sexual violence on campus; however young women with disabilities may experience even higher rates of these behaviours. While researchers have investigated some types of violence, in particular intimate partner violence, little of this work has examined the broader forms of sexual victimization that may impact young women with disabilities. This study examined the types and methods of sexually coercive behaviours that women undergraduates with disabilities reported while attending universities in Ontario, Canada. Eighty-eight women with disabilities responded to an online survey about any unwanted sexual behaviour they experienced during their undergraduate program, including sexual harassment, touching/ kissing, and attempted as well as completed sexual acts. The results of this study support previous research indicating high rates of sexual coercion among women with disabilities. Compared to women without disabilities, a greater proportion of women with disabilities reported sexual harassment as well as completed sexual acts committed through arguments and pressure, the use of physical force, or while intoxicated or incapacitated and unable to consent. These results are discussed in terms of understanding sexual victimization on campus and the needs of students with disabilities.

This study investigated influence of parental support and monitoring on antisocial behaviour among Secondary School Students in Gwer West Local Government Area of Benue State. The recent hike in the rate of adolescent vices (rape, robbery, thuggery and examination malpractices) experienced in Nigerian society calls for the need for this study while examining the Parental roles. Ex-post facto design was utilized for the study. Purposive and simple random sampling technique was used to sample six secondary schools and 184 students comprising of 118 (64.1%) males and 66 (35.9%) females respectively. The Revised Child Report of Parent Behaviour Inventory, the Parental Monitoring Scale and the Bergen Questionnaire of Antisocial Behaviour were used for data collection. Three hypotheses were tested using simple linear regression and multiple regression. It was found among others that parental support has no significant influence on antisocial behaviour among secondary school students. The result also showed a significant influence of parental monitoring on antisocial behaviour among secondary school students and a significant joint influence of parental support and parental monitoring on antisocial behaviour among secondary schools students in Gwer-West Local Government Area of Benue State. Based on the study findings, recommendations were made.

Hegemonic masculinity, with patriarchal supremacy and female subservience are the norms of many African societies. Suffering in silence goes along with the traditional place of woman in African societies as they observe sexist hierarchy of power. Physical attack and its wounds flourish in an atmosphere of secrecy and silence. Silence to such problems escalates psychological distress, casting adverse effects on the individual. Silence leaves overt and covert markings on the psyche. Intrusive thoughts are one of symptoms among nightmares, flashbacks, fear, and anxiety of psychological trauma. No previous research examined the intrusion of intrusive thoughts which disturb the life of Morayo. The article addresses this gap as this symptom of trauma makes life difficult for a girl whose trust is violated by a kinsman. This work accentuates that speaking-out can end a false sense of shame that survivors often carry. Speech will agitate legal change, bring about advancement in therapeutic approaches, and undermine social myths about sexual assault which will promote acceptance for the survivors.

The health and well-being of young people remains a critical issue. For Indigenous girls and young women in Canada and South Africa, the situation is exacerbated by high rates of sexual violence. The article draws on examples of artworks and close readings of several images of resistance produced by Indigenous girls and young women participating in a six-year study that seeks to address sexual violence in the two countries. Exploring resistance is an understudied area in relation to young people and well-being. Building on our visual research and fieldwork, we posit that the idea of "picturing (as) resistance" through the various participatory visual and arts-based tools is a promising area of investigation in relation to well-being.

Religious colleges and universities make up a substantial segment of the higher education landscape in North America, but the incidence of sexual violence on these campuses remains understudied. This study estimates the incidence of sexual violence on independent Christian campuses using a sample of part-time and full-time undergraduate students (N = 668) from eight private Christian colleges in Ontario, Canada. Using two widely used measures of sexual violence enabled comparisons with studies of self-reported incidents at secular and public colleges and universities. The findings show that 18% of women at religious colleges reported experiencing unwanted sexual contact within the past year, compared to studies of self-reported rates on secular campuses ranging from 21.4% to 31.4%. Exploratory investigation of factors related to victimization suggests that religious colleges may provide a "moral community" that could reduce the risk of sexual violence.

Recent sexual assault scandals have brought public attention to the fact that there is a need for colleges to aggressively address the issues surrounding sexual assaults on their campuses. Studies indicate that one in four women are being sexually assaulted each year, but few women report this. Women suffer major psychological issues when assaulted. Federal laws and college prevention programs seem to have little effect on the occurrence of sexual assaults. Features common to most sexual assaults can be identified. This paper provides information from pertinent statistical studies, the laws addressing sexual assaults, the commonalities within occurrences, and the lack of transparency in reporting crime data. Prevention programs exist but show limited success, and this paper proposes a comprehensive prevention program for college campuses.

This essay explores the vulnerability of enslaved African Canadian Black women by examining the death of Diana Bastian, an enslaved Black teenager who in 1792 was raped by George More, a member of the Governing Council of Cape Breton, Nova Scotia. Though Bastian begged for assistance during the resultant pregnancy, More denied her such aid and cast her aside. Bastian further appealed to More's brother, a local magistrate, who also denied Bastian any help, and Bastian died giving birth to the twins More sired. Bastian's owner, Abraham Cuyler, appeared to have been absent from the province at the time of Bastian's rape, pregnancy, and labour. Bastian's brief and tragic history is told in her death certificate recorded at the St. George's Anglican Church, Sydney. This very succinct document brings to light the story of racial and sexual abuse on the Canadian frontier, and helps us to understand the marginal status of Black women's lives in colonial Canada. I suggest in this essay that when we place enslaved Black women at the centre of Canada's historical and colonial past, we come to a new understanding of the power and privilege White men possessed, and the catastrophic impact it had on Black women's bodies.

Discussions have recently intensified regarding how to curtail the disturbingly high amount of sexual assaults that occur each year on U.S. College and university campuses. One suggestion to assist in the reduction of these crimes would be to allow students to carry concealed weapons as a means of self-protection. Considering the current culture of the gun control debate, and the emotionally charged implications of such potential legislation, it is prudent to analyze existing data that could shed light on whether or not this would be a viable solution. Using "The Campus Safety and Security Data" managed by the federal government, this study investigated trends in reported sexual assault crimes in three states where laws have changed regarding concealed carry on college and university campuses. This general linear model analysis revealed that the frequency of reported sexual assaults consistently increased from pre- to post legislation that permitted concealed weapons on college campuses. While the current investigation looks at the data trends from only three states with available data, the findings indicate that the change in the laws have failed to have a positive impact in reducing the number of reported sexual assault crimes.

In this paper the author summarizes several life history case studies of adolescent boys who were identified at school as "wimps" and who eventually engaged in various forms of sexual violence. Such boys rarely are--if at all--discussed in the childhood, education and feminist literatures on sexual violence. The life stories reveal the interrelationship among in-school bullying, reflexivity, embodied structured action, and the social construction of heteromasculinities in the commission of sexual violence by subordinated boys. The author concludes by considering the implications the research has to the evolving discourses on social scientific conceptualizations of reflexive embodiment and heteromasculinities.

The author looks at the psychology of sexuality and its origins in the brain's cortex. She discusses how the cues for desire sometimes overshadow mere physiological cues and how they may be healthy or unhealthy. She argues that understanding the intricate neurochemical and neurostructural workings of the mind and the central and autonomic nervous systems in both men and women--and their dependence on early attunement--helps therapists and patients distinguish sexual play from predatory, trauma-inducing sexual aggression and that this distinction is crucial given the centrality of the mammalian emotional circuit of play in our brain processes, including the sexual. She discusses the dangers of mistaking forcible rape fantasy for a real-life desire and examines other fantasies and the sexual role play that fuel our sexuality. She warns of the psychological and emotional damages of isolating, nonconsenual sex. And she discusses how sexual play can provide emotional attunement, joy, and sociability to human life.

This research paper discusses woman status in the country of Jordan in terms of rights, equality and personal liberties, freedom of choice in particular. It argues that, although Jordan is working hard to be open to Western values and civilization; however, it lags behind when it comes to woman liberty and equality. Jordan is a patriarchal society, decisions at every level whether at work, home, school and so forth belong to man. Man's authority is empowered by tribal traditions and culture which do not recognize woman as a society builder with man, nor any of her rights. This mentality against woman is supported by the Jordanian laws, article 290, and article 308 of penal law in particular. Results reveal that Jordan has a long way to go in order to have woman be an equal citizen. In addition, woman activists and many ordinary citizens are demanding the government and parliament to have reforms in the Jordanian legislation system by which certain articles in the penal system be removed.