To Intervene Or Not To Intervene: A Qualitative Study On Combating Sexual Violence Through Bystander Intervention In The U.S.-Mexico Border Region

Sexual violence is a public health problem affecting high rates of college students (Centers for Disease Control and Prevention [CDC], 2014). Per the National Sexual Violence Resource Center (NSVRC), one in five women and one in 16 men are survivors of sexual assaults while attending college (National Sexual Violence Resource Center [NSVRC], 2015, p. 2). Unfortunately, over 90% of sexual violence incidents are not reported to university officials (NSVRC, 2015). Sexual violence is pervasive; as such, higher education administrators have established educational programs to prevent incidents from occurring on campus. The purpose of this qualitative study aimed at understanding how first-generation Latinx participants felt about bystander intervention and their understanding of the bystander intervention role at a Hispanic Serving Institution in the United States-Mexico border region. The Situational Model, also known as the Model of Helping, was developed by Latane and Darley in 1970. This model guided my research study, as this theory focuses on bystanders\u27 decision to intervene (Bennett, Banyard, & Garnhard, 2014; Burn, 2009; Coker, Cook-Craig, Williams, Fisher, Clear, Garcia, & Hegge, 2011). Data was collected through semi-structured interviews from seventeen first-generation Latinx undergraduate students. The qualitative method was used to obtain individualized participant experiences and information on bystander intervention. Data analysis identified five major themes: 1. mind your own business, 2. health or physical safety risks, 3. bystander connection to the victim, 4. comfort levels with intervention, and 5. empowerment to take action. This research study offers implications for educational research and practice