Accessible Language & International Student Sexual Violence Prevention Education

A major barrier to engaging all students, faculty, staff, and administrators in sexual violence prevention initiatives on campus is language. International students are also at a significant increased risk of being targeted for sexual violence, and often face additional barriers to reporting and accessing supports. However, it's also important to challenge the narrative that international students are misinformed or uneducated in their understanding of sexual violence. Many international students hold extensive knowledge about sexual violence, gender inequality, and consent. They also often find that Canadian campus initiatives do not speak to their cultural or religious communities and needs (Todorova et al., 2022). And we can't forget that many domestic students have little to no understanding of these ideas.

With all of this in mind, there are a few key aspects to consider when developing sexual violence prevention programming, remembering the increased barriers international students are facing on Canadian post-secondary campuses:

Is this programming culture-specific?

Ethnocentricity and Western bias show up often with the idea of a culture of consent (like this project!). It's key for campuses to clearly define these concepts rather than assuming everyone is entering the campus community with the same foundation of information. Having clear definitions improves everyone's experiences – it allows educators to have a strong foundation they can be confident in building upon, and those participating in programming are less likely to misunderstand or have misconceptions because everyone is building on the same clear, accessible definitions.

For example, these are both definitions of sexual violence:

• Sexual violence is an umbrella term encompassing a range of non-consensual sexual acts, behaviors, or coercive tactics that violate an individual’s bodily autonomy and agency. It includes, but is not limited to, sexual assault, rape, sexual harassment, coercion, and exploitation. Sexual violence is often analyzed through interdisciplinary frameworks such as feminist theory, trauma-informed care, and public health models, recognizing its intersections with systemic power imbalances, gender-based violence, and socio-cultural determinants of harm.

• Sexual violence happens when someone is forced, pressured, or manipulated into any sexual activity without their full and clear agreement. This agreement is called consent. Consent means a person actively agrees to something freely, without fear, pressure, or being tricked, and they can change their mind at any time. Sexual violence can include unwanted touching, sexual assault, or any sexual act that a person did not fully choose. It’s not just about sex—it’s about power and control, and it can happen to anyone.

However, one of these definitions is clearly easier to understand. The second definition removes jargon and other complex terms, to try and avoid alienating people who may benefit most from education on this topic (i.e., people who are not familiar with these ideas, regardless of their student status!).

Who has determined the needs of international students?

International students primarily rely on other international students (from their home country and from other countries) for support, especially for non-academic issues. This also means that they are more likely to disclose and gain support from other international students – and are less likely to seek support from on-campus resources due to language barriers, cultural differences, fear of student permit restrictions or deportation, feeling unfamiliar with legal rights or policies, and misconceptions about sexual violence.

Too often, campuses are making assumptions about potential gaps in knowledge, cultural differences, or fears that international students may be dealing with. These students are the experts in their own experiences – they can identify gaps and needs of their peer groups and as individuals. Campuses should support the involvement of international students in the development and implementation of sexual violence prevention programs. Staff & facilitators should also connect with community organizations and groups to prepare relevant resources, translated materials, and additional supports that might not exist on campus.

Are there multiple ways of engaging with the material available?

Everyone learns in different ways, and especially where some terminology may be unfamiliar, incorporating visual aids, opportunities for discussion, and everyday examples into sexual violence prevention programming allows for folks to engage with the material in ways that work best for them. Some students might not be ready to have an open discussion about these ideas, but would happily visit a website on their own time to review the information. Others may zone out when hearing a lot of information, but would love to engage in a discussion about consent and what the cultural norms may be surrounding consent in their home country.

Based on Todorova et al.'s (2022) research study with 64 international student participants, having small discussion groups for culturally and religiously specific communities would be beneficial for students from the same backgrounds to discuss these ideas together. 76% of the students wanted a space to engage in discussions that are not patronizing them, but treating them as knowledgeable subjects while exploring cultural and gender differences within their communities and across the world.

conclusion

In conclusion, addressing the barriers faced by international students in sexual violence prevention initiatives on Canadian campuses requires a multifaceted approach that recognizes their unique experiences and knowledge. It is essential to develop culture-specific programming that prioritizes clear definitions of key concepts like consent and sexual violence, ensuring that all participants, regardless of their background, can engage meaningfully with the material. By actively involving international students in the development and implementation of these programs, campuses can better identify the needs and gaps in support systems. Moreover, offering diverse methods of engagement, such as visual aids and discussion groups tailored to specific cultural communities, can foster an inclusive environment where all students feel empowered to participate. Ultimately, by valuing the insights and experiences of international students, we can create a more effective and comprehensive approach to sexual violence prevention that benefits the entire campus community.

references & Recommended Resources:

Sexual Violence Prevention and International Students in Canadian Universities: Misalignments, Gaps and Ways Forward by Miglena S. Todorova, Hayley H. Brooks, Rachel S. Persaud and Emily A. Moorhouse. https://id.erudit.org/iderudit/1092018ar

The International Student Safety Guide, developed by MOSAIC BC. https://www.mosaicbc.org/wp-content/uploads/2020/03/International-Student-Safety-Guide.pdf

Communication, Healthy Relationships, and Consent: A Resource for B.C. Post-Secondary Institutions, by BC Campus and Women & Gender Equality Canada. https://opentextbc.ca/isvinternational/