Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Faculty/School

Faculty of Science

First Advisor

Richard Walsh-Bowers

Advisor Role

Thesis Supervisor

Abstract

Sexual assault, sexual abuse, wife assault, andl sexual harassment are perpetrated, most often by male acquaintances, on an overwhelming proportion of women. many analyses of male violence propose that gender inequality and gender role socialization maintain abusive attitudes and behaviours within our culture. Adolescents comprise an important audience for violence prevention efforts. However, a review of high school programmes focused on prevention of sexual assault raises questions about the effectiveness of traditional lecture formats. Peer-based drama interventions provide an active, experiential form of learning which may be especially effective with adolescents. I used a qualitative, emergent design to investigate nine young men's experiences as drama troupe members within two high school peer-based drama interventions. I also interviewed several teachers/staff members within each high school. Findings revealed that many factors that are thought to support male violence against women (i.e., gender inequality, gender-role socialization and prevalence of interpersonal violence) were apparent within the school contexts. However, the young men's self-reports suggest that their experiences as troupe members within the drama interventions were successful in raising consciousness regarding violence. The young men also reported changed attitudes and behaviours related to violence within relationships. The results are discussed with a focus on how the intervention process counteracted male gender role socialization by providing nontraditional gender role models and an opportunity to interact with young women and men in an atmosphere of equality and mutual respect.

Convocation Year

1996

Convocation Season

Spring

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