How Bystander Intervention Trainers Incorporate Culturally Relevant Pedagogy
Open Access DepositedDestigmatizing Dialogue as Violence Prevention
Using sexual misconduct BIT, how do BIT trainers create a culturally relevant learning environment? The general qualitative methodology used data from semi-structured, 90-minute interviews with six demographically diverse peer or near-peer bystander intervention trainers. The analysis showed that trainers employed culturally relevant pedagogy (CRP) tools like dialogue and learners' concrete experiences as effective learning strategies. The analysis also indicated that trainers made little use of CRP practices such as cultural critique, positioning themselves as community members giving back, and centering a belief that all learners could experience success. Findings indicate that trainers used dialogue as a pedagogical multi-tool to overcome topical taboos, to extend peer-to-peer learning beyond the formal training session, and as a strategy for their own reflective practice. This research positioned BIT as a pedagogical approach and demonstrated that BIT and CRP can connect to drive an effective bystander training experience. Discussion included a new model for how BIT developers can combine BIT pedagogy and CRP. This generates an engaged learning environment in which learners develop their own culturally relevant bystander strategies.
Bystander intervention training (BIT) is nearly-universal in sexual misconduct prevention and response on U.S. college campuses. While empirical research has demonstrated BIT’s efficacy, that demonstration has not adequately included and differentiated students who were of color, transgender, or international. Additionally, existing research has focused heavily on quantitative assessment of outcomes, not qualitative assessment of BIT pedagogy. This research addresses that research gap through the following question
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