Rapists’ talk: Linguistic strategies to control the victim∗

Abstract

Rape is a crime of violence and force. The stereotype of the male rapist's attack is that he attains power and control over the victim through strategies based on physical force. The present study shows that not only do rapists use physically based strategies, but also they use a second set of strategies based on language. The sample consists of 115 female adult, adolescent, and child rape victims. Open‐ended interviews were used and information was collected on what conversation occurred. In analyzing what rapists reportedly said, 11 major themes emerged: threats, orders, confidence lines, personal inquiries of the victim, personal revelations by the rapist, obscene names and racial epithets, inquiries about the victim's sexual “enjoyment,” soft‐sell departures, sexual put downs, possession of women, and taking property from another male. What these themes have in common is that they constitute a strategy for exercising power over the victim, either before, during, or after the rape.     

Experience and Performance: Contrasting ‘Identity’ in Feminist Theorizings

Connecting identity, broadly defined to recent advances in educational research, this paper takes up two different feminist treatments based in pragmatism and poststructuralism. The first is from Charlene Haddock Seigfried on experience, and the second is from Peggy Phelan on performance. The first is in keeping with a dominant tradition to secure identity through visibility and the second suggests critique through a turn to invisibility. The first arises out of Dewey's naturalism and the second through Lacan, performance art, and anti-representation. At bottom is suggestion that an entire narrative tradition in educational research is potentially self-defeating.     

The sex-role egalitarianism scale: A measure of attitudes toward equality between the sexes

Two parallel forms of the Sex-Role Egalitarianism Scale (SRES) were developed. Each form includes 19 items representing each of five domains of adult living: marital roles, parental roles, employee roles, social-interpersonal-heterosexual roles, and educational roles. To determine the psychometric characteristics of the scales, 367 persons were tested, including police, senior citizens, business undergraduates, and psychology undergraduates. Reliability estimates for domain and total scores ranged from .81 to .97. Correlations between social desirability and SRES scores ranged from –.03 to +.18. Preliminary evidence of validity was derived from the confirmation of two a priori hypotheses: (a) Women scored more egalitarian than men, and psychology students scored more egalitarian than business students; (b) Both student groups scored more egalitarian than senior citizens and police.This research was supported by a Faculty Research and Creative Endeavors Grant from Central Michigan University. A portion of this paper was presented at the meeting of the Midwestern Psychological Association, Detroit, April 1981. The authors wish to thank Ann Carey, Tom Blair, and Larry Dennis for their computer assistance.Copies of the Sex-Role Egalitarianism Scale may be obtained from Carole A. Beere, Department of Psychology, Central Michigan University, Mt. Pleasant, Michigan 48859.     

SEX-ROLE EGALITARIANISM SCALE

The Sex-Role Egalitarianism Scale (SRES) was developed to measure attitudes toward the equality of women and men across content domains representing marital, parental, employment, social–interpersonal–heterosexual, and educational roles. The instrument exists in four versions: two alternate 95-item full forms and two alternate 25-item abbreviated forms. Reliability indices derived from a classical test-theory approach, multifaceted generalizability procedures, and an item-response theory-based analysis all support consistency or precision of measurement. Evidence for convergent, discriminant, and nomological validity is presented, along with a series of recommendations for future psychometric and substantive research using the scale.     

Gender role and attitudes toward rape in male and female college students

This study examined the relationship between college students' gender roles and attitudes toward rape. Subjects were 145 male and 374 female college students with a mean age of 20.1 years. The institution has a 12.5% minority population. Subjects received a questionnaire packet containing the Bem Sex Role Inventory (BSRI), an acquaintance or stranger rape scenario, a questionnaire designed to assess attitudes toward the scenario, the short version of the Attitudes Towards Women Scale (AWS), the Rape Myth Acceptance Scale (RMAS), and the Attitudes Toward Rape questionnaire (ATR). It was hypothesized that participants classified as masculine according to the BSRI would believe in more rape myths, hold more pro-rape attitudes, and believe in more traditional gender roles than would those who were classified as feminine, androgynous, or undifferentiated. A gender by gender role interaction on the AWS revealed that feminine and androgynous men were exceptions to the pattern that men had significantly less egalitarian views than women. Responses to the scenario questionnaire suggested that women and men view acquaintance rape differently, and that men may experience more attitude change as a result of a rape awareness workshop than women.     

Of Waters and Women: The Philosophy of Luce Irigaray

This article reviews three recent books that enhance our understanding of the work of French feminist Luce Irigaray: Marine Lover of Friedrich Nietzsche and The Irigaray Reader (both by Irigaray), and Philosophy in the Feminine, a commentary on Irigaray's work by Margaret Whitford. The author emphasizes a dynamic reading of Irigaray's philosophy and integrates theoretical concepts with poetic/utopian passages from the works.     

Sites of excess: The spatial politics of touch for drag queens in Aotearoa New Zealand

This paper explores the role of touch for drag queens. I examine the ways in which touch – being touched, touching others, and feelings associated with touch – is an important component of sexualised subjectivities and places. The first part of the paper reviews the recent literature called ‘haptic geographies’. I highlight why sexualised touch has, for the most part, been absent from this literature before bringing together the limited references made to touch, feelings, sexuality and place. In the second part of the paper I draw on various media, my involvement as a member of the queer community group Hamilton Pride Incorporated and in-depth interviews to examine the role of touch and feelings associated with touch for drag queens in Aotearoa New Zealand. I pay attention to the complex politics and performances of drag queens in order to highlight the co-construction of haptic geographies and sexualised subjectivities. I argue that drag queens’ bodies and spaces may be understood as sites of excess where the pleasures and pains of touch may form and break bodily and spatial boundaries associated with hetero/homo and masculine/feminine subjectivities. A focus on drag queens and touch queers our understandings of embodiment and haptic geographies further.     

Mutual problem-solving skills training for premarital couples: A six-month follow-up

The purpose of the present study was to undertake a six-month follow-up of the communication and problem-solving skill level of those premarital couples trained in the Ridley, Avery, Harrell, Leslie, and Dent (in press) study. Fifty-nine percent of the original sample (14 experimental couples and 18 control couples) were given a behavioral assessment of communication and problem-solving ability six months after training. Results indicated that the experimental group, relative to the control group, had significantly higher pretest to follow-up scores on communication skills and the problem-solving steps. Discussions centered on the implications of skill maintenance over time and possible directions of future research.     

Crisis of the Educated Subject: Insight from Kristeva for American Education

The contemporary crisis in AmericanEducation that has resulted in Bush sponsoredfederal legislation for accountability andstandardized testing is the setting for anessay introducing the work of Frenchphilosopher, Julia Kristeva. The comparison isbetween an ``educated subject'' that might wellcome to be constituted in schooling at presentand a ``subject-in-process.'' In a strikinglydifferent vision of human potential, the latterindividual, with open-ended, non-perfectdevelopment, entails the possibility ofpersonal, societal and educational change.Kristeva's theory, based greatly in areinterpretation of Freud, and incorporatingthe semiotic, abjection and love, and revolt iscentral.