Evaluation of Sexual Harassment Training Instructional Strategies

Mary Pilgram, Washburn University
Joann Keyton, North Carolina State University

Abstract

This field experiment study evaluated a commercially produced online sexual harassment training program used in educational settings. Manipulation of instructional strategies (online, instructor, reading) examined effects on knowledge and behavioral identifications in sexual harassment training for college students. Training did not produce an immediate gain in knowledge scores regardless of training condition. However, reading and face-to-face training conditions predicted the correct answer of case-related questions on the posttest; reading and online training conditions predicted knowledge retention 3 weeks after the training. On video scenarios, participants correctly identified 54% of verbal and 30% of nonverbal sexual harassment cues. Participants overidentified 19% of verbal cues and 16% of nonverbal cues as sexual harassment.

Recommended Citation

Pilgram, M. , Keyton, J. (2009). Evaluation of Sexual Harassment Training Instructional Strategies. NASPA Journal About Women in Higher Education, 2(1).
DOI: 10.2202/1940-7890.1032
Available at: http://journals.naspa.org/njawhe/vol2/iss1/11