| The purpose of the study was to investigate the effectiveness of peer education compared to lecture on dispelling rape myths, increasing knowledge, and changing rape-supportive attitudes to rape-intolerant attitudes among college freshmen. Using the Theory of Reasoned Action as a theoretical framework, the Rape Attitude and Subjective Norm Scale was developed and administered with existing rape myth belief assessments as a pretest, posttest (intervention groups only), and 4--5 week follow-up test to 19 freshmen classes randomly assigned to receive peer education (n = 47), a lecture (n = 56), or no intervention (n = 37). A rape knowledge scale was also created. Although significant time effects in the direction of desired attitudes and beliefs were found for rape myth acceptance, rape attitudes, and subjective norm, after receiving an intervention, no significant difference was found between peer education and lecture. The intervention groups were less accepting of rape myths about 5 weeks after treatment than the control group. Lecture resulted in significantly higher rape knowledge scores than peer education, but both intervention groups had significantly higher rape knowledge scores about 5 weeks following treatment compared to the control group. The study determined that peer education is as effective as lecture for changing attitudes and rape myth acceptance, even if knowledge levels increased more for the lecture group, suggesting that knowledge alone does not necessarily lead to attitude change. Overall, the study provided a foundation to build from for future research and a new instrument for measuring attitudes and subjective norm with regards to rape issues. |
