法律误区:大学生对校园产权政策的分析

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Evaluation and Policy Analysis Pub Date : 2022-08-22 DOI:10.3102/01623737221113576
Kathrin Albrecht, L. Nielsen, Lydia Wuorinen
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引用次数: 2

摘要

法律要求学院和大学努力防止和纠正校园内的性侵犯行为。新制度理论认为,合规专业人员实施法律很少能实现法律目标。在基于索赔的系统中,潜在索赔人了解法律至关重要。本文证明:(a)法律的意向主体(学院和大学)以非常相似的方式解释和界定法律;(b) 由此产生的政策既复杂又难以驾驭;以及(c)处于实验环境中的大学本科生无法理解旨在保护他们的第九章政策。这些发现表明,目前第九章政策的实施使其在打击校园性侵方面在结构上无效。
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Misunderstanding Law: Undergraduates’ Analysis of Campus Title IX Policies
Colleges and universities are legally required to attempt to prevent and redress sexual violations on campus. Neo-institutional theory suggests that the implementation of law by compliance professionals rarely achieves law’s goals. It is critical in claims-based systems that those who are potential claimants understand the law. This article demonstrates that (a) intended subjects of the law (colleges and universities) interpret and frame the law in very similar ways; (b) resultant policies are complex and difficult to navigate; and (c) university undergraduates in an experimental setting are not able to comprehend the Title IX policies designed to protect them. These findings suggest that current implementations of Title IX policies leave them structurally ineffective to combat sexual assaults on campus.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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