Research

Proposal Secondary Research Outline

1) What techniques are now being used to solve these problems?
Source 1:

(American College Health Association, 2008)

This source draws directly from the American College of Health
Association recommendations for providing "facts, ideas,
strategies, conversation starters, and resources to everyone on
campus."

I will use this source to exemplify the importance of sexual violence prevention on
campus. This source will explain the current measures suggested by the ACHA to
prevent violence on campus. While I will use this information to highlight the
positivity of this information, I will also use this information to show insight into
how these resources are not enough in preventing sexual assault on campus. This
source provides an expert testimony. This source will also stands as a logos
argument in the way that it not only stands as an expert testimony but because the
information is backed by the ACHA.

Source 2:
(Breitenbecher, 2009)
This source examines the breadth and effectiveness of sexual
asault prevention by anaylzing six major areas: attitudes,
behavioral in- tensions, self-reported behaviors, directly
observed behaviors, self-reported sexual victimization, and
self-reported sexual aggression.

I will use this source to provide information concerning the current tactics to
prevent sexual assault on campus and to highlight areas in which improvements
could be made. This source will provide information concerning in-depth analysis of
areas that are often over looked with the current tactics. I will use this information
to call for further prevention through a mandated gender studies credit required by
all Boise State University students. This source exists as an expert testimony and
will stand as a logos argument because of the credibility of the publisher.



2) How is a current situation expected to change?
Source 1:

(Donohue, 1999)
This source discusses the current problems facing the
preventive measures to reduce sexual assault on campus. The
article delves into previous measures and examines ways that
the changes can be made.

I will use this source to draw on for ideas to implement change and to encourage Dr.
Schimpf to earnestly review my proposal. Though this article is over fifteen years

old, Donohue brings forth important questions to review the current strategy. I feel
that these questions will be important to address in my own proposal in order to
illustrate the current program and ways that it could be improved. This source relies
on the credibility of expert testimony. I will use it to create a logos argument.
Source 2:

(Sanlo, 2004)
This article focuses on the college experiences of sexual
minorities and what can be done to improve the status quo.

I will use this article to illustrate the importance of a gender studies requirement
that works to encourage inclusion while highlighting the current situations. This
article illustrates what changes need to be made in order to further progression and
tolerance on college campuses. I feel that the LGBT community must be represented
in a required gender studies program because so much of the data and information
regarding their experience is lacking and underrepresented by current gender
studies or sexual assault prevention campaigns. Again, this source relies on the
credibility from its publisher making it an expert testimony. However, I believe that
the argument from this stems from a place of ethos, because it highlights the
emotional and upsetting realities of the struggles of homosexuals on campus.
Source 3:

(Hayes, 1998)
This source examines the systematic neglect that
homosexual students face in an university climate.

I will use this source to highlight situations prevalent on college campuses and
propose changes to this status quo through gender studies education. Many of the
issues that propagate sexual assault, intolerance, or hate crimes are systemic and
contingent on a presence of a homophobic culture across college campuses. This
source is an expert testimony and gathers research to create credibility. It creates an
ethos argument because, as with the aforementioned source, it highlights
discrimination.

How will this proposal prevent sexual assault?
Source 1:

(Torres, 2009)
This source encourages campuses to employ
educational programs to prevent sexual assault on
campus.

This source looks at the variability of preventive measures across campuses and
encourages the presence of education programs to better prevent sexual assault.
Laden with statistics and information about the effectiveness of mandated
education, this article not only provides a logos argument but a pathos argument as
well in the fact that is present clear, credible information but calls for larger action

across campuses. It is persuasive in nature and will be an excellent source for my

proposal.
How will this proposal encourage empowerment amongst women and sexual
minorities?
Source 1:
(Brummett, 1993)
This source illustrates the power of female empowerment through
subverting the patriarchal subtext within sports media.
I will use this source to bring forth an important understanding about college sports
that is lacking primarily on Boise State University. I believe that the sensationalized
college football atmosphere alienates women athletes and subjects them to a
patriarchal sphere in which their identity is contingent on that of a masculine
construct. While this idea will not be readily taught within the required gender
studies courses, it offers great insight into empowering female students across
campus.
Source 2:
(Huang, 2012)
This article addresses the gender divide between using web 2.0
features and how understanding this could further teaching tools that
increase the successful of all genders.
I will use this article to focus on the idea of different, but equal. It seems that on
college campuses minorities are forced to learn in a way that often alienates them.
In order to better create a campus that is empowering and inclusive, I will use the
information found in this text to highlight why it is important that a gender studies
course is required that would allow minorities to understand that while they may
learn differently, it does not make them any less than the current, often
patriarchially developed, way of learning. This source uses expert testimony. I will
use it in an ethos argument to highlight the struggle of being a minority on campus
a struggle that can extend further than just sexual assault.

How will this proposal encourage tolerance and sensitivity in the workforce?
Source 1:
(Badi G. Foster, 1988)
This source examines the prevalence of white, male workers
dominating business within America and encourages companies to
employ a culture of diversity within their mission.
Though this source is ancient, as far as journals go, it brings up pivotal points
regarding inclusion and a culture of acceptance in the workplace. This information
encourages businesses to eradicate all forms of social discrimination in the
organization. I will use this article to project this message onto Boise State

University as well as pull from it examples of subject matter that must be made
available and taught to all Boise State University students.
Source 2:

(Foerty, 2007)
This source provides a critical narrative of the
experiences of women and minorities on
campus. It discusses the procedures in place to
reduce campus violence and whether or not
enough is being done.

This source will be useful in establishing a need and encouraging a defined solution,
which is outlined in my proposal. This source taps into ethos in the fact that it is
published narratives of real college students. It should not be accepted that part of
university life is facing discrimination, violence, and sexual assault. I will use this
source as a key source in promoting the need of a mandated and universally
required subject.

Bibliography
American College Health Association. (2008). Shifting the Paradigm: Primary
Prevention of Sexual Violence. Linthicum, Maryland, United States of America: ACHA.
Badi G. Foster, G. J. (1988). Workforce Diversity and Buisiness (Vol. 42). Training &
Development Journal.
Breitenbecher, K. H. (2009). Sexual assault on college campuses: Is an ounce of
prevention enough? (Vol. 9). Newark, New Jersey, United States of America: Applied
& Preventitive Psychology.
Brummett, M. C. (1993). Liberal and Radical Sources of Female Empowerment in
Sport Media. (Vol. 10). Milwaukee , Wisconsin, United States of America: Sociology of
Sport Journal.
Donohue, E. A. (1999). Sexual assault prevention programs: Current issues, future
directions, and the potential efficacy of interventions with women (Vol. 19). Reno,
Nevada, United States of America: Clinical Psychology Review.
Foerty, B. K. (2007). Narratives about violence: The words of college students (Vol.
44). Atlanta, Georgia, United States of America: The Social Science Journal.
Hayes, A. S. (1998). Homophobia Within Schools (Vol. 35). San Fransisco , California,
United States of America: Journal of Homosexuality.
Huang, W.-H. D. (2012). Gender divide and acceptance of collaborative Web 2.0
applications for learning in higher education (Vol. 7). Urbana-Champaign, Illinois,
United States of America: The Internet and Higher Education.
Payne, B. K. (2008). Challenges responding to sexual violence: Differences between
college campuses and communities (Vol. 36). Atlanta, Georgia, United States of
America: Journal of Criminal Justice.
Sanlo, R. (2004). Lesbian, gay and bisexual college students: risk, resilience, and
retention. Berkley , California, United States of America: Baywood Publishing Co.

Torres, V. (Ed.). (2009). Durham, New Hampshire, United States of America: Journal
of College Student Development.