SPUR 2019 Projects: Fine Arts

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SPUR projects are listed in alphabetical order by faculty mentor last name.

Film & Media Arts | College of Fine Arts

The History, Present, & Future of Title IX's Role in Addressing Sexual Misconduct on University Campuses
Sarah Projansky, Professor

This project examines the association between Title IX and sexual misconduct in four contexts. (1) It looks at arguments made in court cases (1972-pesent) that use Title IX to protect against sexual misconduct. (2) It analyzes Office of Civil Rights (OCR) documents and investigations to identify how the OCR sets the parameters of Title IX's role in protecting against sexual misconduct, parameters that expanded significantly 2011-2016 but have since diminished and are now in limbo. (3) It explores strategies various universities have used, are using, and are planning to use to address sexual misconduct during this time of rapid change, in part by interviewing Title IX coordinators. And, (4) it looks at both mainstream and feminist media coverage of Title IX and sexual misconduct, including, for example, news programs, humor on YouTube, and social media activism. The overall goals of this project are (1) to develop a clear picture of the strengths and weaknesses of Title IX's ability to protect against sexual misconduct, (2) to understand how decades of feminist activism have influenced judicial, Federal, and educational policy and practices, as well as media representations and public opinion, and (3) to use history, analysis, and interviews to identify best practices going forward. This project is particularly important currently both because sexual misconduct has been highly visible since the #MeToo movement began, as well as because Title IX rules are currently in transition. By identifying best practices based on careful analysis, precedent, and the day to day experiences of Title IX coordinators, this project has the potential to have a significant impact as we all grapple with the on-going changes in Title IX.

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School of Music | College of Fine Arts

Bullying, Peer groups, and Music Participation: The Socialization of Bullying Behavior in Adolescence
Jared Rawlings, Assistant Professor

School violence has emerged in the last ten years as a significant public health crisis that include behaviors ranging from bullying, hate-based language, sexual harassment, and physical assaults (Robers, Kemp, & Truman, 2013). A recent study found that almost one-third of students in grades 6-12 reported they had been victimized by peers, and 5% to 13% admitted to bullying others (Hymel & Swearer, 2015).

Researchers in music education acknowledge peer victimization and bullying is also a serious concern for music students (Elpus & Carter, 2016; Silveira & Hudson, 2015; Rawlings, 2015, 2016). Elpus and Carter (2016) examined data from the 2005, 2007, 2009, 2011, and 2013 datasets of the School Crime Supplement to the National Crime Victimization Survey (NCVS) to determine the prevalence of reported school victimization through physical, verbal, and relational aggression among US performing arts students. Elpus and Carter found that male music and theater students are at a 69% greater risk than non-arts students when experiencing face-to-face bully victimization and male music and theatre students were confronted with a 63% greater risk of being cyber bullied than non-arts participants. Therefore, if school music students may be more likely to be targets of victimization and feel unsafe at school when compared to their non-music peers, then research is needed to determine the prevalence of these behaviors and document detailed instances of this phenomenon. To date, there has been no published research examining the the prosocial and anti-social behavior development of school-based music ensemble performers.

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