From Awareness to Action: Gendered Dynamics of Engagement and Intervention in University Sexual Misconduct Training

Abstract

Sexual misconduct remains a pervasive issue across university settings, with research consistently demonstrating that women experience disproportionately high levels of harm and that men are the predominant perpetrators. This article explores students’ reflections on their engagement with, and learnings from, an Australian Law School’s sexual misconduct training program. Drawing on qualitative data from five focus groups with law students who had participated in the program ( N = 20), we explored how students interpreted bystander concepts, how participants described the role of gendered norms in shaping confidence and intervention practices, and how facilitator gender was perceived to influence engagement. Our analysis explored three interrelated themes: (a) student confidence and competence in bystander intervention; (b) gendered dynamics of engagement and participation and (c) the perceived influence of facilitator gender on the training experience. Findings revealed participant uncertainty about recognising harm and navigating the social risks associated with intervention, particularly within their peer networks. Participant accounts also highlighted gendered differences in engagement with the training. While many women described engaging closely with the material, some men reported discomfort and concerns about the social repercussions of intervening. Participants further emphasised the importance of how men are positioned within prevention efforts, with some suggesting that deficit-based approaches discouraged men’s engagement, whereas framing men as allies was perceived to encourage participation. Reflections on the influence of gender were mixed. While some participants highlighted the symbolic value of male facilitators in encouraging male engagement, others emphasised that facilitator skill and program framing were more important than gender alone. The study suggests that peer-led programs grounded in practical examples and inclusive facilitation may strengthen bystander intervention and support men’s engagement as allies in sexual misconduct prevention.