College Students Knowledge of Policies, Procedures, and Reporting Options for Sexual Violence: Gaps, Disconnects, and Suggestions for Moving Forward

Purpose: We disentangle whether students who believe they know about campus reporting avenues and procedures for addressing sexual misconduct are able to correctly respond to factually - based knowledge statements related to procedures and reporting. Method: Data from a climate survey administered at one university were analyzed to explore how well students' perceptions of their knowledge about university sexual misconduct reporting and procedures match with their responses to factually - based knowledge statements (i.e., mandatory reporting, investigations, confidential resources, and accommodations for survivors). Results: Many students who say they know about university reporting and procedures correctly respond to the factually - based statements. However, anywhere between one in five to one in three students responded incorrectly, and thus, have a disconnect between their perceived knowledge and factual knowledge. Discussion: Implications for the inclusion of questions in climate surveys and future research are discussed. Conclusion: It is important to ensure students have a comprehensive understanding of campus reporting and procedures for addressing sexual misconduct as universities continue to respond to experiences of the campus community.