Texas Students’ Awareness and Attitudes Toward Senate Bill 212: Qualitative Exploration of Perceived Impact of Mandated Reporting of Sexual Misconduct

Texas Students’ Awareness and Attitudes Toward Senate Bill 212: Qualitative Exploration of Perceived Impact of Mandated Reporting of Sexual Misconduct | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Texas Students’ Awareness and Attitudes Toward Senate Bill 212: Qualitative Exploration of Perceived Impact of Mandated Reporting of Sexual Misconduct Liesl A Nydegger, Erin N Benton, Giana Pittaro, Shalom Akinwunmi, and 4 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8654371/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Introduction: Texas Senate Bill (SB) 212 requires mandatory reporting of sexual misconduct to Title IX among all public university employees. While intended to promote survivor support and increase institutional accountability, evidence suggests that mandatory reporting laws may instead discourage disclosure of sexual misconduct and negatively impact survivors. We aimed to explore students’ opinions of SB 212 and the potential impact on reporting instances of sexual misconduct. Methods: We conducted focus groups and questionnaires among 26 students at a public university in Texas from July to September 2020. Student participants completed similar questionnaires prior to and after focus group discussions (FGDs). Questionnaires included SB 212 awareness and attitudes toward SB 212, and the impact of SB 212 on disclosing sexual misconduct. FGDs explored students’ perceptions of SB 212, perceptions of students’ risk of sexual misconduct at their university, and knowledge and perceptions of resources for sexual misconduct. Results: Themes that emerged included limited SB 212 awareness, predominantly negative attitudes, and a disconnect between the intent and impact of SB 212, particularly concerns that it may deter disclosure. Conclusions: Findings emphasize that mandatory reporting policies aiming to improve public health need to be rolled out with increased awareness and education. Policy implications: Texas lawmakers should consider making some amendments with input of survivors to ensure that SB 212 benefits survivors of sexual misconduct and increases reporting. Universities should improve and diversify communication regarding policies related to mandated reporting and sexual misconduct. Figures Figure 1 Introduction Texas Senate Bill (SB) 212 requires mandatory reporting of sexual harassment, sexual assault, dating violence, or stalking to their institution’s Title IX office (Huffman et al., 2019). The office is responsible for ensuring the institution’s compliance with federal Title IX regulations, which prohibit sex discrimination, including sex-based harassment and sexual violence, in education programs and activities that receive federal financial assistance (Title IX, 20 U.S.C. § 1681, 1972). Responsible employees (i.e., administrators, academic advisors, coaches, other athletic staff, faculty, teaching assistants, graduate research assistants, residence life directors, resident assistants, and all supervisory staff) are mandated reporters who must promptly report witnessing or receiving information regarding sexual misconduct to Title IX (Huffman et al., 2019). Mandatory reporting is intended to benefit survivors of sexual misconduct by allowing survivors to receive the support they need, leading to an appropriate investigation of the incident (University of Texas at Austin Title IX, 2020), and by increasing reporting (Brubaker & Mancini, 2017). However, evidence increasingly challenges this assumption and suggests that these policies may negatively impact survivors. While previous research has examined the general impacts of mandated reporting laws in higher education, no study to date has directly explored students’ perceptions of state-level policies such as Texas SB 212. To address this discrepancy between the intended impact of state-mandated compelled disclosure policies versus their potential impact, this study explored students’ opinions of SB 212 and its perceived influence on reporting sexual misconduct at a public university in Texas. Prior to SB 212, there was no state law requiring all university employees to report sexual misconduct. Instead, reporting requirements that were set by the institution and placed the responsibility on Title IX coordinators (Taylor, Childs, & Somers, 2022). The purported purpose of mandatory reporting is to protect and benefit survivors, but evidence supporting the efficacy of these policies remains limited (Holland et al., 2018; Mancini et al., 2016). In a study that examined graduate student sexual harassment survivors’ experiences disclosing to mandatory reporters, Cipriano et al. (2022) found that most participants described feelings of surprise, fear, and unease when discovering their disclosure would be reported regardless of their wishes. This research found that a loss of autonomy for survivors regularly outlined survivors’ narratives of their experience, and that very few instances of the mandated reports to Title IX offices resulted in formal investigations or adjudication procedures, findings of responsibility, or substantive supportive measures being offered to survivors (Cipriano et al. 2022). Loss of autonomy is a large concern when evaluating mandatory reporting policies. Mandatory reporting policies require responsible employees to report to an institutional office even if survivors do not consent to filing an official report. In contrast, non-mandatory reporters, such as mental health counselors or survivor advocates, are considered confidential resources who are not required to report disclosures to university officials. These professionals provide survivors with support while preserving their autonomy and control over whether to initiate formal action (Holland et al., 2020). Ramifications of mandatory reporting include reducing or removing survivors’ choices and minimizing a survivor’s level of control (Holland et al., 2018, Newins 2019). Stripping away this control from survivors has been associated with negative outcomes such as maladaptive coping and post-traumatic stress disorders (Dworkin et al., 2019; Ullman & Peter-Hagene, 2014). Another concern of mandatory reporting laws is that evidence suggests these policies may decrease already low disclosure rates. Nationally representative data from the 2023 National Crime Victimization Survey (NCVS) show that less than half (46.0%) of sexual assault victimizations were reported to police (Morgan & Truman, 2024). In the 2020 AAU Campus Climate Survey, which included responses from over 180,000 students across 33 U.S. universities, only 15.0% of students who experienced harassing behavior, intimate partner violence, stalking, or nonconsensual sexual contact contacted at least one campus or community resource, such as Title IX offices, campus police, or health and victim services programs (Cantor et al., 2020, Table 44). While a study that evaluated a general sample of undergraduate students’ perceptions on university-mandated reporting policies found that 56% of students reported they would be more likely to disclose sexual violence to their university under such a law (Mancini et al., 2016), other research suggests survivors may be less likely to report under compelled disclosure policies. An internet survey conducted by the National Alliance to End Sexual Violence (NAESV) and Know Your IX found that 88% of survivors agreed that requiring mandatory reporters to tell campus police (without survivors’ consent) would lead to fewer disclosures (Holland et al., 2020). In another study that examined college student perspectives regarding sexual violence reporting on campus, only 5.8% of students stated they would be extremely like to report an unwanted sexual experience to a responsible employee, whereas 21% of students stated they would be extremely likely to disclose if the policy required respecting survivors’ decisions about reporting (Barnes & Freyd, 2017). Mandatory reporting also assumes survivors will have positive experiences with Title IX; however, survivors have reported negative experiences of feeling blamed, traumatized, and reluctant to seek additional help (Campbell, 2008). Often, those involved in sexual misconduct reports, including Title IX employees, are not sufficiently trained to respond appropriately to survivors (Brubaker & Keegan, 2019). When survivors experience blame or feel that not enough is done, it can lead to feelings of institutional betrayal (Holland et al., 2018; Smith & Freyd, 2013, 2014). Taken together, the potential negative ramifications of university-mandated reporting policies warrant exploration into students’ understanding and opinions of state-mandated legislation, such as SB 212. Prior studies indicate that students often prefer survivor-directed models of reporting and that these preferences may influence disclosure decisions, especially among survivors themselves (Poole & Gray, 2024). Additionally, when the public is asked to consider the consequences of universal mandatory reporting on survivors, support for such policies decreases in favor of more flexible, survivor-centered approaches (Budd & Frye, 2023). To explore students’ awareness and perceptions of SB 212 at a public university in Texas, we employed a qualitative approach, utilizing brief surveys in combination with focus group discussions (FGDs). Because SB 212 directly affects both undergraduate and graduate students by expanding the scope of mandatory reporting, it is critical to assess their awareness, attitudes, and concerns surrounding SB 212’s implementation. FGDs were suitable in this context because they allow for a rich and more open-ended and unrestrained discussion of opinions, thoughts, and concerns regarding the sensitive topic of reporting sexual misconduct in a confidential environment. Methods Ethical Considerations The [blind for review] Institutional Review Board approved all study procedures [IRB number]. All student participants consented (selected “I agree”) after reviewing the informed consent prior to beginning the pre-test questionnaire. During FGDs, all students provided additional verbal consent before moving forward with the focus group. Participants Eligibility criteria included that participants were enrolled as a full-time undergraduate or graduate student during the Spring 2020 semester, were full-time students during study recruitment at the university, and were 18 years or older. Thirty-two participants consented and expressed interest in participating in an FGD; however, six participants either did not respond to requests to schedule a focus group discussion or did not attend scheduled FGDs. Seven semi-structured focus groups were conducted among 26 students at a public university in Texas between July and September 2020. A majority of students were cisgender women (73.1%; M age = 20.81, SD = 2.32) and undergraduate students (88.5%). Students reported that they identified as non-Hispanic White (26.9%), Latino/a (30.8%), Asian (26.9%), and Black/African American (15.4%). A majority of students identified as heterosexual (73.1%), followed by bisexual (19.2%), lesbian/gay (3.8%), and questioning (3.8%; see Table 1). Procedures See Figure 1 for study procedures. Recruitment took place at [blind for review] via digital flyers sent to university colleges, centers, clubs/organizations, and social media. We aimed to oversample underrepresented students, including racial and ethnic, sexual, and gender minority students. Although we were able to oversample underrepresented racial and ethnic minority students, our sample of sexual and gender minority students remained low (see Table 1). Students read the informed consent and those who agreed to participate continued to the online screening questionnaire (pre-test). Only student participants who were students at the University of [blind for review], were at least 18 years old, and were students during the Spring 2020 semester were included. The screening questionnaire ensured eligibility, obtained demographic information, and asked about students’ interest and availability for FGDs. FGDs were scheduled based on students’ availability and were emailed the day, time, and the informed consent for the FGDs. Students were also sent instructions to change their Zoom display name and picture to ensure confidentiality. After participation, students were compensated with a $20 gift card of their choosing via Tango. Next, students were sent a link to a follow-up questionnaire (post-test) in which they were sent a $10 gift card of their choosing via Tango. After each pre-test, focus group, and post-test, students were provided with university, community, and national resources regarding sexual misconduct, harassment, assault, and intimate partner violence. Measures Pre-test and post-test . Interested student participants first completed the screening questionnaire (pre-test). Eligibility criteria included being at least 18 years-old, being an undergraduate or graduate student, attending the University [blind for review], and being enrolled in the Spring 2020 semester. Excluding sociodemographics, students were asked the same questions following the focus group (post-test). Sociodemographics . Student participants were asked their age, first semester on campus, student status (i.e., undergraduate, Master’s, Doctoral), what year students were in their program, racial/ethnic background, gender identity, and sexual identity (Cantor et al., 2020). SB 212 Awareness and Knowledge . Students were asked if they were aware of SB 212, if they knew who was considered a responsible employee, and the outcomes if a responsible employee did not report sexual misconduct (City University of New York, 2016). Attitudes Toward SB 212 . Students were asked about their feelings toward SB 212, were then provided the definition, and then asked their feelings again (Mancini et al., 2016). Impact of SB 212 on Sexual Misconduct Disclosure . Student participants were then asked their opinions on the impact of SB 212 on transparency and trust between administrators/offices handling sexual misconduct and students, on seeking support for or disclosing experiences of sexual misconduct among students, on disciplinary action against alleged perpetrators, and on the disciplinary action among responsible employees who violate SB 212 mandated reporting requirements and the impact on subsequent disclosure (Mancini et al., 2016). FGDs . FGDs began with informing student participants about the purpose of the focus group and that sensitive topics would be discussed. At this time, no previous studies were conducted on SB 212, so we used previous questionnaires (City University of New York, 2016; Mancini et al., 2016) to develop the questionnaires, which in turn guided the development of the focus group guide. Perceptions of SB 212 . First, perceptions of SB 212 were explored, including awareness and implications, how sexual assault/misconduct is reported on campus, the knowledge of available resources related to sexual assault/misconduct, the perceived campus opinions on SB 212, student opinions regarding the importance of SB 212, students’ feelings toward SB 212, and interest in learning more about SB 212. Perception of Risk . Next, students were asked if they felt like sexual misconduct was problematic at their university, if their university was doing a good job of ensuring student safety and educating the campus community about sexual violence, if there was transparency and trust between administration/faculty and students, and if students were concerned about sexual violence on campus. Knowledge of Resources . Student participants were asked what resources they were aware of related to sexual misconduct on their campus, if they had any opinions on the current resources, if they thought students knew how to make reports about sexual assault/misconduct, and what they thought happened after a student reported an incident. Perceptions of Resources . Students were then asked if their campus took reports of sexual misconduct seriously, would conduct fair investigations, would protect the survivor, and would take appropriate disciplinary action. Data Analysis Questionnaires . Given the limited sample size, descriptive statistics were used to analyze the pre-test and post-test questionnaires. FGDs . All FGDs were transcribed verbatim, de-identified, and coded and analyzed in NVivo. [First author] and [second author] developed the preliminary codebook based on research questions, the interview guide, and reading transcripts. All authors utilized deductive and inductive coding to identify primary and sub-codes. FGD transcripts were analyzed using thematic content analysis to identify primary themes. Themes were developed into a preliminary codebook that was further refined using team coding over three iterations (see Table 2). Discrepancies in coding led to discussion among authors until a consensus was reached. Data were analyzed to explore the impact of SB 212 on reporting sexual misconduct to responsible employees. We explored how SB 212 awareness and attitudes impacted students’ perception of future disclosure of sexual misconduct. Focus group quotes are identified by student participant number, focus group (FG) number, race/ethnicity, age, gender, and student status (i.e., undergraduate or graduate). Results Questionnaires Twenty-six students completed the pre-test, FGD, and post-test (see Table 1 for demographic characteristics). Students’ feelings toward SB 212 were quite mixed at the pre-test, with almost one quarter (23.1%) being unsure about their feelings. At the post-test, only one student was still unsure, with the highest number of students having negative feelings (38.5%), followed by neutral feelings (30.8%), and positive feelings (26.9%; see Table 3). At both pre- (80.8%) and post-test (92.3%), almost all students reported that they agreed or somewhat agreed that SB 212 would impact survivors’ disclosure of sexual misconduct. Although most students responded that they believed SB 212 would increase the transparency of availability of resources (pre-test: 65.4%; post-test: 76.9%), at pre-test, fewer students thought that SB 212 would increase trust in utilizing resources (30.7%), which increased at post-test (57.7%). Interestingly, most students reported they somewhat disagree or disagree with the statement that SB 212 will increase transparency between administrators and survivors (pre-test: 59.2%; post-test: 61.5%). Additionally, most student participants believed SB 212 would have an impact on how university officials treated someone accused of sexual misconduct (pre-test: 76.9%; post-test: 69.2%; reverse coded). However, students were mixed in their responses that SB 212 would increase the severity of disciplinary action taken and the speed with which action would be taken toward someone accused of sexual misconduct (see Table 3). FGDs Awareness . Across FGDs, students often reported some awareness of SB 212. Students acknowledged that they had heard of the enacted policy through various campus streams, such as student organizations (n = 3), professors (n = 6), orientation (n = 1), and campus protests (n = 1). Some students were aware of SB 212 due to their roles as mandated reporters (n = 4). Despite multiple avenues from which students had heard of the policy, a common theme was a lack of consistent and comprehensive dissemination of SB 212 information on campus. Three students were not aware of SB 212 until this study. Regardless of how participating students were informed about SB 212, there was a paucity of comprehensive understanding of the policy. One student reported being unfamiliar with SB 212 even after serving as a student mandated reporter: I'm not exactly super familiar with it, but I did have experience as well two semesters ago with having to report things. I was in a higher position in org so I was considered a person who was required to report and I could see where there could have been complications, issues between students and other students or students and leaders of the org, and that was pretty uncomfortable to go through. [404, FG 1, Hispanic, 21, Man, Undergraduate] Students had gaps in knowledge about the reporting process, including confusion surrounding when mandated reporters were required to report. For example, some participating students were unsure if responsible employees, like a graduate assistant, needed to report if they heard information outside of the workplace, say from a roommate or other friend. Students also stated they felt there was insufficient awareness of the consequences for the survivor, reporter, and perpetrator. One student stated: . . .Even though I know the resource is there, I don't even know the first step to even reporting it if I wanted to.” [420, FG 2, Asian, 22, Woman, Undergraduate] While most students were generally aware of SB 212, an in-depth understanding of the policy was lacking across all focus groups. Attitudes . Students in the focus groups reported a wide range of attitudes toward SB 212. Four students felt that mandatory reporting could help account for more cases and emphasize a heavier sense of responsibility to perpetrators, leading to a more direct pathway of taking action. However, other students were concerned that the mandatory aspect of reporting could make it difficult for survivors to seek assistance from trusted individuals. It's probably important for the abusers to have consequences for their actions. But at the same time, I feel like it could also make it harder for people to report it if they know that they're required to report, then people might be scared to approach their professors to tell them about what's going on. [409, FG 2, White, 21, Woman, Undergraduate] Students expressed concern that mandatory reporting under SB 212 could place an unfair burden on students and faculty mandated reporters, which might prevent students from seeking help. I'm just not sure if that's the most effective way of handling sexual misconduct, because I'm afraid that would actually disincentivize students from entrusting some of their professors with that information. Also some students are technically classified as responsible employees so I feel like that actually creates more barriers to uncovering sexual misconduct. [405, FG 1, White, 18, Woman, Undergraduate] Inconsistency between the intent and impact of SB 212 emerged as a subtheme across focus group discussions. Although mandatory reporting was created to be a resource, students expressed that when mandated reporters disclosed their role to students, it could be interpreted as a warning rather than a resource. For example, one student expressed that they interpreted some mandated reporters informing students of their role was interpreted negatively: People have made a very conscious effort to declare loudly that they are mandatory reporters so that people will not talk to them, so that their friends won't get dragged into investigation they don't want to have done. [434, FG 7, White, 19, Man, Undergraduate] Students remarked that mandated reporting could jeopardize the relationship between survivors and their trusted peers, which could deter survivors from sharing their stories. I think it has potential to be harmful, and I don't know if the word is retroactive, but instead of encourage people to come out or have more repercussions for sexual harassment, assault, et cetera, I think it actually does the opposite in the sense that it keeps people from actually expressing instances where they may have been victims or have witnessed such a thing. [411, FG 3, Black, 20, Woman, Undergraduate] Some students felt that the inconsistency between the intent and impact of SB 212 could be exacerbated by a lack of proper awareness among students and staff about the details of the senate bill. Participating students reported uncertainty about the visible commitment of their university toward addressing sexual misconduct on campus, and that a lack of understanding about SB212 could lead to institutional distrust. There hasn't been any exposure to [university] efforts or at least like state-wide university efforts to have some sort of dialogue on sexual misconduct or have some sort of actionable programs... so it hasn't been a very positive experience in my part. [404, FG 1, Hispanic, 21, Man, Undergraduate] Students were concerned about the perceived lack of institutional efforts addressing sexual misconduct and action steps. As such, they offered recommendations that could increase the understanding of sexual misconduct and SB 212 among the student body. Student Recommendations . Student recommendations were to make the information regarding SB 212 digestible, meaningful, and tailored to students. Currently, online modules educate students on sexual assault and Title IX, and students felt that the existing modules about Title IX processes and reporting on campus were not sufficient. Interactive classes or designated training sessions were frequent suggestions. Students expressed that the SB 212 information dispersed by email was not transparent or easily digestible. They felt that communications about SB 212 from professors and other advisors could make the law easier to understand. I also wanted to add, the language about how it's described is also a turnoff and a way that makes it difficult to understand. Simply calling it SB 212 requires knowledge of what SB stands for and what you're even talking about. Because I have some previous knowledge with the Texas Legislature, I was like, okay, this is a Senate bill, this is coming. This is a state law. But that's not the language that's typically used to describe it. It's talked about in these acronyms. It's definitely not student-friendly. It makes it problematic when you're just getting e-mails about it. That's why I appreciated the fact that professors explained it in class and through the syllabus. [418, FG 3, Black, 29, Woman, Doctoral] Students believed that increased awareness about sexual misconduct, and increased awareness and use of non-mandatory reporters (e.g., mental health counselors) on campus could benefit survivors of sexual misconduct. But also, for survivors who don't want the information to get out to the university, I think there needs to be more non-mandatory reporters and make sure that students are aware of that. . . It should be one of the survivor's choice, if they follow through with it at all or what they do with it. I think having the non-mandatory reporters on-campus and more on paid staff, and just more awareness and education about them would be really good. [430, FG 4, White, 20, Man, Undergraduate] In summary, students expressed mixed awareness, concerns about the gap between SB 212's intent and its impact, and concrete suggestions for improving communication and support systems. As one student noted: I think the bill itself has really good intentions if everyone is on the same playing field of understanding. [402, FG 1, White, 20, Woman, Undergraduate] Overall, the student participants had many overarching concerns regarding SB 212 and its implementation, yet also provided some suggestions to improve the practicality of SB 212. Discussion This study explored students’ opinions of SB 212 and the potential impact on reporting instances of sexual misconduct at a public university in Texas. Previous studies have not explored SB 212 specifically, but rather other mandated reporting laws, and often used questionnaires and collected quantitative data. The present study contributes to the literature by providing in-depth, qualitative analyses directly from students with a general understanding of the impact and opinions of SB 212 on students. SB 212 is a state-wide policy and impacts all public universities in Texas. The main results from the FGDs demonstrated that a majority of students’ negative attitudes toward SB 212 came from a lack of awareness of SB 212 or concerns regarding a lack of awareness. SB 212’s rollout had inconsistent messaging and dissemination of information as not all students knew about SB 212. The purpose of SB 212 is to increase resources for survivors of sexual misconduct and the students had insightful recommendations for the university to consider. For example, the emails sent regarding SB 212 were not easily digestible and the students recommended that communication regarding SB 212 that was consistent and tailored to students, coming from professors, advisors, organizations, and online training modules would be beneficial. The results from the pre-post questionnaire and FGDs complement each other as the focus group responses help explain some of the questionnaire responses and vice versa. For example, the range of attitudes toward SB 212 by student participants are understandable given that some participants felt as though SB 212 could lead to more action in response to sexual misconduct, yet the mandated reporting among a wider range of university employees may deter students from reporting sexual misconduct. The questionnaire responses seem to be indicative of the subtheme that emerged among focus group discussions of the disconnect between intent and impact of SB 212. This highlights the importance of collecting multiple forms of data to have a better understanding of participants’ responses to quantitative and qualitative questions. Limitations Although this study contributes to the dearth of literature on SB 212, it is not without its limitations. Due to COVID-19, all focus groups were held virtually. This could have led to decreased engagement, although research suggests little differences in the quality of data between in-person and virtual focus groups (Menary et al., 2021 ). Because of using the focus group setting rather than individual interviews, students may not have voiced their opinions freely, particularly if another student spoke up with a differing opinion. We attempted to combat this by having a pre- and post-test questionnaire, so participants felt more comfortable expressing their opinions. Results could be biased because participants interested in or who already had an opinion about SB 212 may have self-selected into the study. The small sample size limited our ability to conduct significance tests on the pre- and post-tests and results from both questionnaires and FGDs are not generalizable. Lastly, all data was collected from one public university in Texas and SB 212 impacts all public universities in Texas. However, there are enough valid concerns raised that lawmakers should consider making amendments to this Senate Bill. Policy Implications Findings from this study have important implications for state-level sexual misconduct reporting policies in higher education. SB 212 reflects a policy approach that, to date, has not been adopted by other U.S. states. Although SB 212 intends to increase institutional accountability in how universities respond to sexual misconduct, student perspectives suggest that the policy may produce effects that conflict with survivor-oriented goals, particularly when disclosure occurs without survivor control or access to confidential support. Although SB 212 aims to reduce underreporting, universal mandatory reporting may increase reporting volume without a corresponding improvement in survivor-directed support or outcomes, placing additional strain on university Title IX offices. Students in this study described substantial impacts on disclosure decision-making and on trust in campus staff who serve as mandated reporters. Together, these findings highlight a critical policy tension: efforts to strengthen institutional accountability may simultaneously undermine survivor autonomy and discourage help-seeking. Future state-level legislation has the potential to challenge or conflict with federal Title IX guidelines issued by the U.S. Department of Education (Taylor & Sommers, 2019), creating additional confusion for institutions, employees, and students regarding reporting obligations and survivor rights. Policymakers should consider whether universal mandatory reporting achieves its intended aims or whether approaches that center survivor-directed reporting options and expand confidential resources may better balance survivor well-being and institutional accountability. Future Research Future studies should recruit a more diverse sample that includes students who are non-traditional, graduate students, racially/ethnically diverse, and have diverse gender and sexual identities. Additionally, a longer questionnaire was developed and focus group participants provided feedback, which was incorporated prior to distribution to a different, larger sample. The focus group feedback and quantitative questionnaire results will be reported elsewhere. Results from the present study indicate that SB 212 may decrease disclosures of sexual misconduct, leading to less support for survivors, and fewer investigations and reporting. Future research should evaluate the actual impact of SB 212 now that it has been in place for several years. Additionally, future studies should explore SB 212 knowledge, attitudes, and impact across Texas universities among a more diverse sample. Conclusion The present study was the first step in identifying students’ awareness and opinions about SB 212. Student participants recognized the positive intentions of SB 212. However, lawmakers may consider making some amendments to ensure that SB 212 benefits survivors of sexual misconduct and increases reporting and universities should improve and diversify communication regarding policies related to mandated reporting and sexual misconduct. Declarations Author Contribution L.A.N. and H.K. conceptualized the study, and L.A.N., E.N.B., and H.K. developed and designed the methodology. L.A.N. acquired the funding, L.A.N., supervised study implementation, and H.K. was the project administrator. L.A.N., S.A., and H.K. conducted the research. Analyses were conducted by L.A.N., E.N.B., G.P., S.A., R.B., and H.K. S.A., R.B., M.P., V.B., H.K. curated the data. L.A.N., E.N.B., S.A., R.B., M.P., V.B., and H.K. contributed to the main manuscript text, and L.A.N., E.N.B., and G.P. reviewed the manuscript and created the visualizations. Acknowledgement The authors would like to thank members of the Gender Health Equity Lab at the University of Texas at Austin for their assistance with collecting data and preparing the manuscript, and the participants who shared their opinions, stories, and time with us. Data Availability Data is available in the Texas Data Repository: https://doi.org/10.18738/T8/1BXEWR References Barnes, M. L., & Freyd, J. J. (2017, April). Who would you tell? In Student perspectives regarding sexual violence reporting on campus. Bridging the Gap: Interpersonal Violence Research Symposium , University of Oregan, Eugene, OR. Brubaker, S. J., & Keegan, B. (2019). Suddenly Everyone’s an Expert in Our Field: Campus victim advocates and the promise and perils of professionalization. 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Association of American Universities. https://www.aau.edu/sites/default/files/AAU-Files/Key-Issues/Campus-Safety/Revised Aggregate report and appendices 1–7_(01-16-2020_FINAL).pdf. Cipriano, A. E., Holland, K. J., & Diede, A. S. (2022). Severe and pervasive? Consequences of sexual harassment for graduate students and their Title IX report outcomes. Feminist Criminology , 17 (3), 343–367. https://doi.org/10.1177/15570851211062579 City University of New York (2016). Sexual Violence Campus Climate Survey. http://www1.cuny.edu/sites/title-ix/wp-content/uploads/sites/2/2016/03/CCS2016-PaperVersion4web-report.pdf Dworkin, E. R., Ojalehto, H. J., Brill, C. D., Fitzpatrick, S., Bedard-Gilligan, M. A., & Kaysen, D. (2019). Understanding PTSD and sexual assault. In Handbook of sexual assault and sexual assault prevention (pp.293–307). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-030-23645-8 Holland, K. J., Cipriano, A. E., & Huit, T. Z. (2020). A victim/survivor needs agency: Sexual assault survivors’ perceptions of university mandatory reporting policies. Analyses of Social Issues and Public Policy , 21 (1), 488–508. 10.1111/asap.12226 Holland, K. J., Cortina, L. M., & Freyd, J. J. (2018). Compelled disclosure of college sexual assault. American Psychologist , 73 (3), 256–268. 10.1037/amp0000186 Huffman, J., West, R., & Zaffirini, J. (2019). Texas Senate Bill 212. Texas Senate. https://statutes.capitol.texas.gov/Docs/ED/htm/ED.51.htm#51.255 Mancini, C., Pickett, J. T., Call, C., & Roche, S. P. (2016). Mandatory reporting (MR) in higher education: College students’ perceptions of laws designed to reduce campus sexual assault. Criminal Justice Review , 41 (2), 219–235. 10.1177/0734016816634787 Menary, J., Stetkiewicz, S., Nair, A., Jorasch, P., Nanda, A. K., Guichaoua, A., & Davies, J. A. C. (2021). Going virtual: Adapting in-person interactive focus groups to the online environment. Emerald Open Research, 3 (6). doi:10/35241/emeraldopenres.14163.2. Morgan, R. E., & Truman, J. L. (2024). Criminal victimization, 2023 (NCJ 307139). U.S. Department of Justice, Bureau of Justice Statistics. https://bjs.ojp.gov/library/publications/criminal-victimization-2023 Newins, A. R., Bernstein, E., Peterson, R., Waldron, J. C., & White, S. W. (2018). Title IX mandated reporting: The views of university employees and students. Behavioral Science , 8 (11), 106. 10.3390/bs8110106 Poole, N. Q., & Gray, M. J. (2024). Mandatory reporting: An exploration of student perceptions of university response to sexual misconduct. Violence Against Women . Advance online publication. https://doi.org/10.1177/10778012241292287 Smith, C. P., & Freyd, J. J. (2013). Dangerous safe havens: Institutional betrayal exacerbates sexual trauma. Journal of Traumatic Stress , 26 , 119–124. 10.1002/jts.21778 Smith, C. P., & Freyd, J. J. (2014). Institutional betrayal. American Psychologist , 69 (6), 575–584. 10.1037/a0037564 Taylor, Z. W., & Somers, P. (2019). Texas Title IX laws make hearsay reportable. Academe Blog https://academeblog.org/2019/12/20/texas-title-ix-laws-make-hearsay-reportable/ Taylor, Z. W., Childs, J., & Somers, P. (2022). It’s a Big Deal: The Impact of Texas’ Senate Bill 212 on Student Safety and Wellbeing on Texas’ College Campuses, BYU Education & Law Journal , 2022 (1, Article 4). Retrieved from https://scholarsarchive.byu.edu/byu_elj/vol2022/iss1/4 Title IX of the Education Amendments of (1972). 20 U.S.C. §§ 1681–1688. (1972). https://www.justice.gov/crt/title-ix-education-amendments-1972 Ullman, S. E., & Peter-Hagene, L. (2014). Social reactions to sexual assault disclosure, coping, perceived control, and PTSD symptoms in sexual assault victims. Journal of Community Psychology , 42 (4), 495–508. 10.1002/jcop.21624 University of Texas at Austin Title IX (2020). Mandatory reporters (responsible employees). https://titleix.utexas.edu/mandatory-reporters Tables Table 1. Demographic characteristics Variable n % Age ( M , SD ) 20.81 2.32 Student Status Undergraduate 23 88.5 Sophomore 6 23.1 Junior 5 19.2 Senior 12 46.2 Graduate: Masters 1 3.8 Graduate: Doctoral 2 7.7 Racial/Ethnic Background Asian/Asian American 7 26.9 Black/African American 4 15.4 Hispanic/Latinx 8 30.8 White 7 26.9 Gender Identity Cisgender Men 6 23.1 Cisgender Women 19 73.1 Sexual Identity Lesbian/Gay 1 3.8 Straight/Heterosexual 19 73.1 Bisexual 5 19.2 Questioning 1 3.8 Note : M = mean. SD = standard deviation. Table 2. Codes and frequency of each code. Code Number Code Term Code Definition Focus Group Frequency Code Frequency Participant Frequency 1 SB 212 0 0 0 1.1 General awareness 7 49 24 1.1.1 Aware of SB 212 7 36 18 1.1.2 Unaware of SB 212 5 24 16 1.2 Outcomes 6 60 20 1.2.1 Negative outcome Negative consequences of SB 212 5 27 15 1.2.2 Positive outcome Positive consequences of SB 212 4 7 6 1.3 Attitudes 7 73 25 1.3.1 Negative attitude Negative attitude toward SB 212 7 47 24 1.3.2 Positive attitude Positive attitude toward SB 212 7 23 14 1.4 Experience Any experience with SB 212 5 20 15 2 Sexual misconduct at University 2 8 8 2.1 Campus resources Offices or program 7 53 25 2.1.1 Education 7 28 21 2.2 Severity Sexual misconduct is problematic (or not) at University 7 40 20 2.3 Attitude Attitudes toward University administration regarding sexual misconduct 7 69 24 2.4 Recommendations Suggestions for programs or resources regarding sexual misconduct and/or SB 212 7 71 22 3 Questionnaire feedback 0 0 0 3.1 Feedback General feedback 7 54 20 3.1.1 Content feedback Feedback on specific items or questions 7 147 25 3.1.2 Logistical feedback Feedback on the questionnaire logistics (i.e., length, item options) 7 92 24 3.2 Motivation Motivation to complete or not complete the questionnaire 7 49 18 3.3 Recruitment Where to recruit participants from 6 30 16 Table 3. Frequency of Attitudes Toward SB 212 & Impact on Disclosure among Texas Students (N = 26) Pre-Test Post-Test n % n % Feelings toward SB 212 Positive 5 19.2 7 26.9 Neutral 8 30.8 8 30.8 Negative 7 26.9 10 38.5 Unsure 6 23.1 1 3.8 SB 212 will impact survivors’ disclosure of sexual misconduct Agree 11 42.3 15 57.7 Somewhat agree 10 38.5 9 34.6 Somewhat disagree 0 0 1 3.8 Disagree 1 3.8 1 3.8 Unsure 4 15.4 0 0 SB 212 will increase transparency of available resources Agree 2 7.7 6 23.1 Somewhat agree 15 57.7 14 53.8 Somewhat disagree 5 19.2 2 7.7 Disagree 1 3.8 1 3.8 Unsure 3 11.5 3 11.5 SB 212 will increase transparency between administrators and survivors Agree 0 0 1 3.8 Somewhat agree 2 7.7 7 26.9 Somewhat disagree 9 24.6 11 42.3 Disagree 9 34.6 5 19.2 Unsure 6 23.1 2 7.7 SB 212 will increase trust in utilizing resources Agree 3 11.5 0 0 Somewhat agree 5 19.2 15 57.7 Somewhat disagree 7 26.9 5 19.2 Disagree 3 11.5 2 7.7 Unsure 8 30.8 4 15.4 SB 212 will have no impact on how university officials treat someone accused of sexual misconduct Very likely 0 0 0 0 Somewhat likely 3 11.5 5 19.2 Likely 2 7.7 1 3.8 Not likely 20 76.9 18 69.2 Unsure 1 3.8 2 7.7 SB 212 will have an increase in severity of disciplinary action taken by university officials toward someone accused of sexual misconduct Very likely 2 7.7 1 3.8 Somewhat likely 10 38.5 9 34.6 Likely 5 19.2 9 34.6 Not likely 8 30.8 7 26.9 Unsure 1 3.8 0 0 SB 212 will increase the speed with which university officials take action toward someone accused of sexual misconduct Very likely 1 3.8 2 7.7 Somewhat likely 7 26.9 8 30.8 Likely 3 11.5 2 7.7 Not likely 13 50.0 9 34.6 Unsure 2 7.7 5 19.2 Note : Pre-test = before the focus group. Post-test = after the focus group. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8654371","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":589799321,"identity":"762cba32-5766-41c8-abf5-d7d7fccac7e0","order_by":0,"name":"Liesl A Nydegger","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABCElEQVRIiWNgGAWjYBACPmYg8QDEOgDm2wAxY+MBfFrYQFoSEFrSQFoa8GthQNVymAHBxqWFnfnwhwSGO4l9x9svv/i457zd2vbDQFtqbKJxO4wtTSKB4VnizDNnyixnPLudvO1MIlDLsbTcBpxaeMyADjucuOFGTpoxz4HbyWYHgFoYGw7j0cL/+QNYy/03acZ/DpxLNjv/kJAWHgYJiC3shx8zHDhgZ3aDoC1sZhIJBoeNZ57JYWPsOZCcYHYDaEsCHr/w8x9+/OFDxWHZvuPHH3/4ccDO3ux8+sMHH2pscGqBAAMGxwYGHjMJIDMRrDIBr3IIsGdgYH/8AcIYBaNgFIyCUYAKAMMDanGbyJ8qAAAAAElFTkSuQmCC","orcid":"","institution":"Johns Hopkins University","correspondingAuthor":true,"prefix":"","firstName":"Liesl","middleName":"A","lastName":"Nydegger","suffix":""},{"id":589799322,"identity":"2bfef8e0-d73e-4314-bd84-5b28c4e5d8f1","order_by":1,"name":"Erin N Benton","email":"","orcid":"","institution":"The University of Texas at Austin","correspondingAuthor":false,"prefix":"","firstName":"Erin","middleName":"N","lastName":"Benton","suffix":""},{"id":589799323,"identity":"edee951b-e445-4c52-b6a7-90c9818aeea0","order_by":2,"name":"Giana Pittaro","email":"","orcid":"","institution":"Yale University","correspondingAuthor":false,"prefix":"","firstName":"Giana","middleName":"","lastName":"Pittaro","suffix":""},{"id":589799324,"identity":"cfb49293-397b-4a03-8539-7b9b107ff9b1","order_by":3,"name":"Shalom Akinwunmi","email":"","orcid":"","institution":"The University of Texas Health Science Center at Houston","correspondingAuthor":false,"prefix":"","firstName":"Shalom","middleName":"","lastName":"Akinwunmi","suffix":""},{"id":589799325,"identity":"80b2eaa4-b98a-4bf6-a5d6-d7a94cbc9af5","order_by":4,"name":"Ria Bhasin","email":"","orcid":"","institution":"University of North Texas","correspondingAuthor":false,"prefix":"","firstName":"Ria","middleName":"","lastName":"Bhasin","suffix":""},{"id":589799326,"identity":"7f4a5a79-1f51-4c1f-b444-2611c64dbc44","order_by":5,"name":"Michelle Park","email":"","orcid":"","institution":"The University of Texas at Austin","correspondingAuthor":false,"prefix":"","firstName":"Michelle","middleName":"","lastName":"Park","suffix":""},{"id":589799327,"identity":"806ca28f-22dc-4530-934d-686fabb07db2","order_by":6,"name":"Velta Brenya","email":"","orcid":"","institution":"The University of Texas at Austin","correspondingAuthor":false,"prefix":"","firstName":"Velta","middleName":"","lastName":"Brenya","suffix":""},{"id":589799328,"identity":"0e0ec994-d715-42eb-a4fa-dc25bb86db49","order_by":7,"name":"Heran Kidane","email":"","orcid":"","institution":"University of Washington","correspondingAuthor":false,"prefix":"","firstName":"Heran","middleName":"","lastName":"Kidane","suffix":""}],"badges":[],"createdAt":"2026-01-21 02:53:11","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-8654371/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8654371/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":102596239,"identity":"f0c3c55f-4c9c-450d-9373-2087da02e239","added_by":"auto","created_at":"2026-02-13 12:15:30","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":140561,"visible":true,"origin":"","legend":"\u003cp\u003eFlowchart of study procedures.\u003c/p\u003e","description":"","filename":"Figure1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-8654371/v1/4ac66026afd385b54f94c813.jpg"},{"id":102747916,"identity":"79e3936d-651f-46c1-b081-156c6743f765","added_by":"auto","created_at":"2026-02-16 09:05:36","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1071647,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8654371/v1/e9061600-46d2-4750-8c3e-79f28c474291.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Texas Students’ Awareness and Attitudes Toward Senate Bill 212: Qualitative Exploration of Perceived Impact of Mandated Reporting of Sexual Misconduct","fulltext":[{"header":"Introduction","content":"\u003cp\u003eTexas Senate Bill (SB) 212 requires mandatory reporting of sexual harassment, sexual assault, dating violence, or stalking to their institution’s Title IX office (Huffman et al., 2019). The office is responsible for ensuring the institution’s compliance with federal Title IX regulations, which prohibit sex discrimination, including sex-based harassment and sexual violence, in education programs and activities that receive federal financial assistance (Title IX, 20 U.S.C. § 1681, 1972). Responsible employees (i.e., administrators, academic advisors, coaches, other athletic staff, faculty, teaching assistants, graduate research assistants, residence life directors, resident assistants, and all supervisory staff) are mandated reporters who must promptly report witnessing or receiving information regarding sexual misconduct to Title IX (Huffman et al., 2019). Mandatory reporting is intended to benefit survivors of sexual misconduct by allowing survivors to receive the support they need, leading to an appropriate investigation of the incident (University of Texas at Austin Title IX, 2020), and by increasing reporting (Brubaker \u0026amp; Mancini, 2017). However, evidence increasingly challenges this assumption and suggests that these policies may negatively impact survivors. While previous research has examined the general impacts of mandated reporting laws in higher education, no study to date has directly explored students’ perceptions of state-level policies such as Texas SB 212. To address this discrepancy between the intended impact of state-mandated compelled disclosure policies versus their potential impact, this study explored students’ opinions of SB 212 and its perceived influence on reporting sexual misconduct at a public university in Texas. Prior to SB 212, there was no state law requiring all university employees to report sexual misconduct. Instead, reporting requirements that were set by the institution and placed the responsibility on Title IX coordinators (Taylor, Childs, \u0026amp; Somers, 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe purported purpose of mandatory reporting is to protect and benefit survivors, but evidence supporting the efficacy of these policies remains limited (Holland et al., 2018; Mancini et al., 2016). In a study that examined graduate student sexual harassment survivors’ experiences disclosing to mandatory reporters, Cipriano et al. (2022) found that most participants described feelings of surprise, fear, and unease when discovering their disclosure would be reported regardless of their wishes. This research found that a loss of autonomy for survivors regularly outlined survivors’ narratives of their experience, and that very few instances of the mandated reports to Title IX offices resulted in formal investigations or adjudication procedures, findings of responsibility, or substantive supportive measures being offered to survivors (Cipriano et al. 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eLoss of autonomy is a large concern when evaluating mandatory reporting policies. Mandatory reporting policies require responsible employees to report to an institutional office even if survivors do not consent to filing an official report. In contrast, non-mandatory reporters, such as mental health counselors or survivor advocates, are considered confidential resources who are not required to report disclosures to university officials. These professionals provide survivors with support while preserving their autonomy and control over whether to initiate formal action (Holland et al., 2020). Ramifications of mandatory reporting include reducing or removing survivors’ choices and minimizing a survivor’s level of control (Holland et al., 2018, Newins 2019). Stripping away this control from survivors has been associated with negative outcomes such as maladaptive coping and post-traumatic stress disorders (Dworkin et al., 2019; Ullman \u0026amp; Peter-Hagene, 2014).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAnother concern of mandatory reporting laws is that evidence suggests these policies may decrease already low disclosure rates. Nationally representative data from the 2023 National Crime Victimization Survey (NCVS) show that less than half (46.0%) of sexual assault victimizations were reported to police (Morgan \u0026amp; Truman, 2024). In the 2020 AAU Campus Climate Survey, which included responses from over 180,000 students across 33 U.S. universities, only 15.0% of students who experienced harassing behavior, intimate partner violence, stalking, or nonconsensual sexual contact contacted at least one campus or community resource, such as Title IX offices, campus police, or health and victim services programs (Cantor et al., 2020, Table 44). While a study that evaluated a general sample of undergraduate students’ perceptions on university-mandated reporting policies found that 56% of students reported they would be more likely to disclose sexual violence to their university under such a law (Mancini et al., 2016), other research suggests survivors may be less likely to report under compelled disclosure policies. An internet survey conducted by the National Alliance to End Sexual Violence (NAESV) and Know Your IX found that 88% of survivors agreed that requiring mandatory reporters to tell campus police (without survivors’ consent) would lead to fewer disclosures (Holland et al., 2020). In another study that examined college student perspectives regarding sexual violence reporting on campus, only 5.8% of students stated they would be extremely like to report an unwanted sexual experience to a responsible employee, whereas 21% of students stated they would be extremely likely to disclose if the policy required respecting survivors’ decisions about reporting (Barnes \u0026amp; Freyd, 2017).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMandatory reporting also assumes survivors will have positive experiences with Title IX; however, survivors have reported negative experiences of feeling blamed, traumatized, and reluctant to seek additional help (Campbell, 2008). Often, those involved in sexual misconduct reports, including Title IX employees, are not sufficiently trained to respond appropriately to survivors (Brubaker \u0026amp; Keegan, 2019). When survivors experience blame or feel that not enough is done, it can lead to feelings of institutional betrayal (Holland et al., 2018; Smith \u0026amp; Freyd, 2013, 2014). \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTaken together, the potential negative ramifications of university-mandated reporting policies warrant exploration into students’ understanding and opinions of state-mandated legislation, such as SB 212. \u0026nbsp; Prior studies indicate that students often prefer survivor-directed models of reporting and that these preferences may influence disclosure decisions, especially among survivors themselves (Poole \u0026amp; Gray, 2024). Additionally, when the public is asked to consider the consequences of universal mandatory reporting on survivors, support for such policies decreases in favor of more flexible, survivor-centered approaches (Budd \u0026amp; Frye, 2023).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo explore students’ awareness and perceptions of SB 212 at a public university in Texas, we employed a qualitative approach, utilizing brief surveys in combination with focus group discussions (FGDs). Because SB 212 directly affects both undergraduate and graduate students by expanding the scope of mandatory reporting, it is critical to assess their awareness, attitudes, and concerns surrounding SB 212’s implementation. FGDs were suitable in this context because they allow for a rich and more open-ended and unrestrained discussion of opinions, thoughts, and concerns regarding the sensitive topic of reporting sexual misconduct in a confidential environment. \u0026nbsp;\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eEthical Considerations\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe [blind for review] Institutional Review Board approved all study procedures [IRB number]. All student participants consented (selected “I agree”) after reviewing the informed consent prior to beginning the pre-test questionnaire. During FGDs, all students provided additional verbal consent before moving forward with the focus group.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Eligibility criteria included that participants were enrolled as a full-time undergraduate or graduate student during the Spring 2020 semester, were full-time students during study recruitment at the university, and were 18 years or older. Thirty-two participants consented and expressed interest in participating in an FGD; however, six participants either did not respond to requests to schedule a focus group discussion or did not attend scheduled FGDs. Seven semi-structured focus groups were conducted among 26 students at a public university in Texas between July and September 2020. A majority of students were cisgender women (73.1%; \u003cem\u003eM\u003c/em\u003e age = 20.81, \u003cem\u003eSD\u003c/em\u003e = 2.32) and undergraduate students (88.5%). Students reported that they identified as non-Hispanic White (26.9%), Latino/a (30.8%), Asian (26.9%), and Black/African American (15.4%). A majority of students identified as heterosexual (73.1%), followed by bisexual (19.2%), lesbian/gay (3.8%), and questioning (3.8%; see Table 1).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eProcedures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;See Figure 1 for study procedures. Recruitment took place at [blind for review] via digital flyers sent to university colleges, centers, clubs/organizations, and social media. We aimed to oversample underrepresented students, including racial and ethnic, sexual, and gender minority students. Although we were able to oversample underrepresented racial and ethnic minority students, our sample of sexual and gender minority students remained low (see Table 1). Students read the informed consent and those who agreed to participate continued to the online screening questionnaire (pre-test). Only student participants who were students at the University of [blind for review], were at least 18 years old, and were students during the Spring 2020 semester were included. The screening questionnaire ensured eligibility, obtained demographic information, and asked about students’ interest and availability for FGDs. FGDs were scheduled based on students’ availability and were emailed the day, time, and the informed consent for the FGDs. Students were also sent instructions to change their Zoom display name and picture to ensure confidentiality. After participation, students were compensated with a $20 gift card of their choosing via Tango. Next, students were sent a link to a follow-up questionnaire (post-test) in which they were sent a $10 gift card of their choosing via Tango. After each pre-test, focus group, and post-test, students were provided with university, community, and national resources regarding sexual misconduct, harassment, assault, and intimate partner violence.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMeasures\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003ePre-test and post-test\u003c/em\u003e.\u0026nbsp;\u003c/strong\u003eInterested student participants first completed the screening questionnaire (pre-test). Eligibility criteria included being at least 18 years-old, being an undergraduate or graduate student, attending the University [blind for review], and being enrolled in the Spring 2020 semester. Excluding sociodemographics, students were asked the same questions following the focus group (post-test).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSociodemographics\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Student participants were asked their age, first semester on campus, student status (i.e., undergraduate, Master’s, Doctoral), what year students were in their program, racial/ethnic background, gender identity, and sexual identity (Cantor et al., 2020).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSB 212 Awareness and Knowledge\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Students were asked if they were aware of SB 212, if they knew who was considered a responsible employee, and the outcomes if a responsible employee did not report sexual misconduct (City University of New York, 2016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAttitudes Toward SB 212\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Students were asked about their feelings toward SB 212, were then provided the definition, and then asked their feelings again (Mancini et al., 2016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eImpact of SB 212 on Sexual Misconduct Disclosure\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Student participants were then asked their opinions on the impact of SB 212 on transparency and trust between administrators/offices handling sexual misconduct and students, on seeking support for or disclosing experiences of sexual misconduct among students, on disciplinary action against alleged perpetrators, and on the disciplinary action among responsible employees who violate SB 212 mandated reporting requirements and the impact on subsequent disclosure (Mancini et al., 2016).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFGDs\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e FGDs began with informing student participants about the purpose of the focus group and that sensitive topics would be discussed. At this time, no previous studies were conducted on SB 212, so we used previous questionnaires (City University of New York, 2016; Mancini et al., 2016) to develop the questionnaires, which in turn guided the development of the focus group guide.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerceptions of SB 212\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e First, perceptions of SB 212 were explored, including awareness and implications, how sexual assault/misconduct is reported on campus, the knowledge of available resources related to sexual assault/misconduct, the perceived campus opinions on SB 212, student opinions regarding the importance of SB 212, students’ feelings toward SB 212, and interest in learning more about SB 212.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerception of Risk\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Next, students were asked if they felt like sexual misconduct was problematic at their university, if their university was doing a good job of ensuring student safety and educating the campus community about sexual violence, if there was transparency and trust between administration/faculty and students, and if students were concerned about sexual violence on campus.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eKnowledge of Resources\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Student participants were asked what resources they were aware of related to sexual misconduct on their campus, if they had any opinions on the current resources, if they thought students knew how to make reports about sexual assault/misconduct, and what they thought happened after a student reported an incident.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003ePerceptions of Resources\u003cem\u003e.\u003c/em\u003e\u003c/strong\u003e Students were then asked if their campus took reports of sexual misconduct seriously, would conduct fair investigations, would protect the survivor, and would take appropriate disciplinary action.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Analysis\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003cem\u003eQuestionnaires\u003c/em\u003e.\u003c/strong\u003e Given the limited sample size, descriptive statistics were used to analyze the pre-test and post-test questionnaires.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eFGDs\u003c/em\u003e.\u003c/strong\u003e All FGDs were transcribed verbatim, de-identified, and coded and analyzed in NVivo. [First author] and [second author] developed the preliminary codebook based on research questions, the interview guide, and reading transcripts. All authors utilized deductive and inductive coding to identify primary and sub-codes. FGD transcripts were analyzed using thematic content analysis to identify primary themes. Themes were developed into a preliminary codebook that was further refined using team coding over three iterations (see Table 2). Discrepancies in coding led to discussion among authors until a consensus was reached. Data were analyzed to explore the impact of SB 212 on reporting sexual misconduct to responsible employees. We explored how SB 212 awareness and attitudes impacted students’ perception of future disclosure of sexual misconduct. Focus group quotes are identified by student participant number, focus group (FG) number, race/ethnicity, age, gender, and student status (i.e., undergraduate or graduate).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eQuestionnaires\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Twenty-six students completed the pre-test, FGD, and post-test (see Table 1 for demographic characteristics). Students’ feelings toward SB 212 were quite mixed at the pre-test, with almost one quarter (23.1%) being unsure about their feelings. At the post-test, only one student was still unsure, with the highest number of students having negative feelings (38.5%), followed by neutral feelings (30.8%), and positive feelings (26.9%; see Table 3).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;At both pre- (80.8%) and post-test (92.3%), almost all students reported that they agreed or somewhat agreed that SB 212 would impact survivors’ disclosure of sexual misconduct. Although most students responded that they believed SB 212 would increase the transparency of availability of resources (pre-test: 65.4%; post-test: 76.9%), at pre-test, fewer students thought that SB 212 would increase trust in utilizing resources (30.7%), which increased at post-test (57.7%). Interestingly, most students reported they somewhat disagree or disagree with the statement that SB 212 will increase transparency between administrators and survivors (pre-test: 59.2%; post-test: 61.5%). Additionally, most student participants believed SB 212 would have an impact on how university officials treated someone accused of sexual misconduct (pre-test: 76.9%; post-test: 69.2%; reverse coded). However, students were mixed in their responses that SB 212 would increase the severity of disciplinary action taken and the speed with which action would be taken toward someone accused of sexual misconduct (see Table 3).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFGDs\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAwareness\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e.\u003c/strong\u003e Across FGDs, students often reported some awareness of SB 212. Students acknowledged that they had heard of the enacted policy through various campus streams, such as student organizations (n = 3), professors (n = 6), orientation (n = 1), and campus protests (n = 1). Some students were aware of SB 212 due to their roles as mandated reporters (n = 4).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDespite multiple avenues from which students had heard of the policy, a common theme was a lack of consistent and comprehensive dissemination of SB 212 information on campus. Three students were not aware of SB 212 until this study. Regardless of how participating students were informed about SB 212, there was a paucity of comprehensive understanding of the policy. One student reported being unfamiliar with SB 212 even after serving as a student mandated reporter:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eI'm not exactly super familiar with it, but I did have experience as well two semesters ago with having to report things. I was in a higher position in org so I was considered a person who was required to report and I could see where there could have been complications, issues between students and other students or students and leaders of the org, and that was pretty uncomfortable to go through. [404, FG 1, Hispanic, 21, Man, Undergraduate]\u003c/p\u003e\n\u003cp\u003eStudents had gaps in knowledge about the reporting process, including confusion surrounding when mandated reporters were required to report. For example, some participating students were unsure if responsible employees, like a graduate assistant, needed to report if they heard information outside of the workplace, say from a roommate or other friend.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents also stated they felt there was insufficient awareness of the consequences for the survivor, reporter, and perpetrator.\u0026nbsp;One student stated:\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e. . .Even though I know the resource is there, I don't even know the first step to\u0026nbsp;even \u0026nbsp;\u0026nbsp; reporting it if I wanted to.”\u0026nbsp;[420, FG 2, Asian, 22, Woman, Undergraduate]\u003c/p\u003e\n\u003cp\u003eWhile most students were generally aware of SB 212, an in-depth understanding of the policy was lacking across all focus groups.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eAttitudes\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003eStudents in the focus groups reported a wide range of attitudes toward SB 212. Four students felt that mandatory reporting could help account for more cases and emphasize a heavier sense of responsibility to perpetrators, leading to a more direct pathway of taking action. However, other students were concerned that the mandatory aspect of reporting could make it difficult for survivors to seek assistance from trusted individuals.\u003c/p\u003e\n\u003cp\u003eIt's probably important for the abusers to have consequences for their actions. But at the same time, I feel like it could also make it harder for people to report it if they know that they're required to report, then people might be scared to approach their professors to tell them about what's going on. [409, FG 2, White, 21, Woman, Undergraduate]\u003c/p\u003e\n\u003cp\u003eStudents expressed concern that mandatory reporting under SB 212 could place an unfair burden on students and faculty mandated reporters, which might prevent students from seeking help.\u003c/p\u003e\n\u003cp\u003eI'm just not sure if that's the most effective way of handling sexual misconduct, because I'm afraid that would actually disincentivize students from entrusting some of their professors with that information. Also some students are technically classified as responsible employees so I feel like that actually creates more barriers to uncovering sexual misconduct. [405, FG 1, White, 18, Woman, Undergraduate]\u003c/p\u003e\n\u003cp\u003eInconsistency between the intent and impact of SB 212 emerged as a subtheme across focus group discussions. Although mandatory reporting was created to be a resource, students expressed that when mandated reporters disclosed their role to students, it could be interpreted as a warning rather than a resource. For example, one student expressed that they interpreted some mandated reporters informing students of their role was interpreted negatively:\u003c/p\u003e\n\u003cp\u003ePeople have made a very conscious effort to declare loudly that they are mandatory reporters so that people will not talk to them, so that their friends won't get dragged into investigation they don't want to have done. [434, FG 7, White, 19, Man, Undergraduate]\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents remarked that mandated reporting could jeopardize the relationship between survivors and their trusted peers, which could deter survivors from sharing their stories.\u003c/p\u003e\n\u003cp\u003eI think it has potential to be harmful, and I don't know if the word is retroactive, but instead of encourage people to come out or have more repercussions for sexual harassment, assault, et cetera, I think it actually does the opposite in the sense that it keeps people from actually expressing instances where they may have been victims or have witnessed such a thing. [411, FG 3, Black, 20, Woman, Undergraduate]\u003c/p\u003e\n\u003cp\u003eSome students felt that the inconsistency between the intent and impact of SB 212 could be exacerbated by a lack of proper awareness among students and staff about the details of the senate bill. Participating students reported uncertainty about the visible commitment of their university toward addressing sexual misconduct on campus, and that a lack of understanding about SB212 could lead to institutional distrust.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThere hasn't been any exposure to [university] efforts or at least like state-wide university efforts to have some sort of dialogue on sexual misconduct or have some sort of actionable programs... so it hasn't been a very positive experience in my part. [404, FG 1, Hispanic, 21, Man, Undergraduate]\u003c/p\u003e\n\u003cp\u003eStudents were concerned about the perceived lack of institutional efforts addressing sexual misconduct and action steps. As such, they offered recommendations that could increase the understanding of sexual misconduct and SB 212 among the student body.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eStudent Recommendations\u003c/em\u003e\u003c/strong\u003e\u003cstrong\u003e.\u0026nbsp;\u003c/strong\u003eStudent recommendations were to make the information regarding SB 212 digestible, meaningful, and tailored to students. Currently, online modules educate students on sexual assault and Title IX, and students felt that the existing modules about Title IX processes and reporting on campus were not sufficient. Interactive classes or designated training sessions were frequent suggestions.\u003c/p\u003e\n\u003cp\u003eStudents expressed that the SB 212 information dispersed by email was not transparent or easily digestible. They felt that communications about SB 212 from professors and other advisors could make the law easier to understand.\u003c/p\u003e\n\u003cp\u003eI also wanted to add, the language about how it's described is also a turnoff and a way that makes it difficult to understand. Simply calling it SB 212 requires knowledge of what SB stands for and what you're even talking about. Because I have some previous knowledge with the Texas Legislature, I was like, okay, this is a Senate bill, this is coming. This is a state law. But that's not the language that's typically used to describe it. It's talked about in these acronyms. It's definitely not student-friendly. It makes it problematic when you're just getting e-mails about it. That's why I appreciated the fact that professors explained it in class and through the syllabus. [418, FG 3, Black, 29, Woman, Doctoral] \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eStudents believed that increased awareness about sexual misconduct, and increased awareness and use of non-mandatory reporters (e.g., mental health counselors) on campus could benefit survivors of sexual misconduct.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBut also, for survivors who don't want the information to get out to the university, I think there needs to be more non-mandatory reporters and make sure that students are aware of that. . . It should be one of the survivor's choice, if they follow through with it at all or what they do with it. I think having the non-mandatory reporters on-campus and more on paid staff, and just more awareness and education about them would be really good. [430, FG 4, White, 20, Man, Undergraduate]\u003c/p\u003e\n\u003cp\u003eIn summary, students expressed mixed awareness, concerns about the gap between SB 212's intent and its impact, and concrete suggestions for improving communication and support systems. As one student noted:\u003c/p\u003e\n\u003cp\u003eI think the bill itself has really good intentions if everyone is on the same playing field of understanding. [402, FG 1, White, 20, Woman, Undergraduate]\u003c/p\u003e\n\u003cp\u003eOverall, the student participants had many overarching concerns regarding SB 212 and its implementation, yet also provided some suggestions to improve the practicality of SB 212.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study explored students\u0026rsquo; opinions of SB 212 and the potential impact on reporting instances of sexual misconduct at a public university in Texas. Previous studies have not explored SB 212 specifically, but rather other mandated reporting laws, and often used questionnaires and collected quantitative data. The present study contributes to the literature by providing in-depth, qualitative analyses directly from students with a general understanding of the impact and opinions of SB 212 on students. SB 212 is a state-wide policy and impacts all public universities in Texas.\u003c/p\u003e \u003cp\u003eThe main results from the FGDs demonstrated that a majority of students\u0026rsquo; negative attitudes toward SB 212 came from a lack of awareness of SB 212 or concerns regarding a lack of awareness. SB 212\u0026rsquo;s rollout had inconsistent messaging and dissemination of information as not all students knew about SB 212. The purpose of SB 212 is to increase resources for survivors of sexual misconduct and the students had insightful recommendations for the university to consider. For example, the emails sent regarding SB 212 were not easily digestible and the students recommended that communication regarding SB 212 that was consistent and tailored to students, coming from professors, advisors, organizations, and online training modules would be beneficial.\u003c/p\u003e \u003cp\u003eThe results from the pre-post questionnaire and FGDs complement each other as the focus group responses help explain some of the questionnaire responses and vice versa. For example, the range of attitudes toward SB 212 by student participants are understandable given that some participants felt as though SB 212 could lead to more action in response to sexual misconduct, yet the mandated reporting among a wider range of university employees may deter students from reporting sexual misconduct. The questionnaire responses seem to be indicative of the subtheme that emerged among focus group discussions of the disconnect between intent and impact of SB 212. This highlights the importance of collecting multiple forms of data to have a better understanding of participants\u0026rsquo; responses to quantitative and qualitative questions.\u003c/p\u003e\n\u003ch3\u003eLimitations\u003c/h3\u003e\n\u003cp\u003eAlthough this study contributes to the dearth of literature on SB 212, it is not without its limitations. Due to COVID-19, all focus groups were held virtually. This could have led to decreased engagement, although research suggests little differences in the quality of data between in-person and virtual focus groups (Menary et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Because of using the focus group setting rather than individual interviews, students may not have voiced their opinions freely, particularly if another student spoke up with a differing opinion. We attempted to combat this by having a pre- and post-test questionnaire, so participants felt more comfortable expressing their opinions. Results could be biased because participants interested in or who already had an opinion about SB 212 may have self-selected into the study. The small sample size limited our ability to conduct significance tests on the pre- and post-tests and results from both questionnaires and FGDs are not generalizable. Lastly, all data was collected from one public university in Texas and SB 212 impacts all public universities in Texas. However, there are enough valid concerns raised that lawmakers should consider making amendments to this Senate Bill.\u003c/p\u003e\n\u003ch3\u003ePolicy Implications\u003c/h3\u003e\n\u003cp\u003eFindings from this study have important implications for state-level sexual misconduct reporting policies in higher education. SB 212 reflects a policy approach that, to date, has not been adopted by other U.S. states. Although SB 212 intends to increase institutional accountability in how universities respond to sexual misconduct, student perspectives suggest that the policy may produce effects that conflict with survivor-oriented goals, particularly when disclosure occurs without survivor control or access to confidential support. Although SB 212 aims to reduce underreporting, universal mandatory reporting may increase reporting volume without a corresponding improvement in survivor-directed support or outcomes, placing additional strain on university Title IX offices. Students in this study described substantial impacts on disclosure decision-making and on trust in campus staff who serve as mandated reporters. Together, these findings highlight a critical policy tension: efforts to strengthen institutional accountability may simultaneously undermine survivor autonomy and discourage help-seeking. Future state-level legislation has the potential to challenge or conflict with federal Title IX guidelines issued by the U.S. Department of Education (Taylor \u0026amp; Sommers, 2019), creating additional confusion for institutions, employees, and students regarding reporting obligations and survivor rights. Policymakers should consider whether universal mandatory reporting achieves its intended aims or whether approaches that center survivor-directed reporting options and expand confidential resources may better balance survivor well-being and institutional accountability.\u003c/p\u003e\n\u003ch3\u003eFuture Research\u003c/h3\u003e\n\u003cp\u003eFuture studies should recruit a more diverse sample that includes students who are non-traditional, graduate students, racially/ethnically diverse, and have diverse gender and sexual identities. Additionally, a longer questionnaire was developed and focus group participants provided feedback, which was incorporated prior to distribution to a different, larger sample. The focus group feedback and quantitative questionnaire results will be reported elsewhere. Results from the present study indicate that SB 212 may decrease disclosures of sexual misconduct, leading to less support for survivors, and fewer investigations and reporting. Future research should evaluate the actual impact of SB 212 now that it has been in place for several years. Additionally, future studies should explore SB 212 knowledge, attitudes, and impact across Texas universities among a more diverse sample.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe present study was the first step in identifying students\u0026rsquo; awareness and opinions about SB 212. Student participants recognized the positive intentions of SB 212. However, lawmakers may consider making some amendments to ensure that SB 212 benefits survivors of sexual misconduct and increases reporting and universities should improve and diversify communication regarding policies related to mandated reporting and sexual misconduct.\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eL.A.N. and H.K. conceptualized the study, and L.A.N., E.N.B., and H.K. developed and designed the methodology. L.A.N. acquired the funding, L.A.N., supervised study implementation, and H.K. was the project administrator. L.A.N., S.A., and H.K. conducted the research. Analyses were conducted by L.A.N., E.N.B., G.P., S.A., R.B., and H.K. S.A., R.B., M.P., V.B., H.K. curated the data. L.A.N., E.N.B., S.A., R.B., M.P., V.B., and H.K. contributed to the main manuscript text, and L.A.N., E.N.B., and G.P. reviewed the manuscript and created the visualizations.\u003c/p\u003e\u003ch2\u003eAcknowledgement\u003c/h2\u003e\u003cp\u003eThe authors would like to thank members of the Gender Health Equity Lab at the University of Texas at Austin for their assistance with collecting data and preparing the manuscript, and the participants who shared their opinions, stories, and time with us.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eData is available in the Texas Data Repository: https://doi.org/10.18738/T8/1BXEWR\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eBarnes, M. L., \u0026amp; Freyd, J. J. (2017, April). Who would you tell? In \u003cem\u003eStudent perspectives regarding sexual violence reporting on campus. 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R., Ojalehto, H. J., Brill, C. D., Fitzpatrick, S., Bedard-Gilligan, M. A., \u0026amp; Kaysen, D. (2019). Understanding PTSD and sexual assault. In \u003cem\u003eHandbook of sexual assault and sexual assault prevention\u003c/em\u003e (pp.293\u0026ndash;307). Springer Nature Switzerland AG. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1007/978-3-030-23645-8\u003c/span\u003e\u003cspan address=\"10.1007/978-3-030-23645-8\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHolland, K. J., Cipriano, A. E., \u0026amp; Huit, T. Z. (2020). A victim/survivor needs agency: Sexual assault survivors\u0026rsquo; perceptions of university mandatory reporting policies. \u003cem\u003eAnalyses of Social Issues and Public Policy\u003c/em\u003e, \u003cem\u003e21\u003c/em\u003e(1), 488\u0026ndash;508. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1111/asap.12226\u003c/span\u003e\u003cspan address=\"10.1111/asap.12226\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHolland, K. J., Cortina, L. M., \u0026amp; Freyd, J. J. (2018). Compelled disclosure of college sexual assault. \u003cem\u003eAmerican Psychologist\u003c/em\u003e, \u003cem\u003e73\u003c/em\u003e(3), 256\u0026ndash;268. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1037/amp0000186\u003c/span\u003e\u003cspan address=\"10.1037/amp0000186\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eHuffman, J., West, R., \u0026amp; Zaffirini, J. (2019). \u003cem\u003eTexas Senate Bill 212.\u003c/em\u003e Texas Senate. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://statutes.capitol.texas.gov/Docs/ED/htm/ED.51.htm#51.255\u003c/span\u003e\u003cspan address=\"https://statutes.capitol.texas.gov/Docs/ED/htm/ED.51.htm#51.255\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMancini, C., Pickett, J. T., Call, C., \u0026amp; Roche, S. P. (2016). Mandatory reporting (MR) in higher education: College students\u0026rsquo; perceptions of laws designed to reduce campus sexual assault. \u003cem\u003eCriminal Justice Review\u003c/em\u003e, \u003cem\u003e41\u003c/em\u003e(2), 219\u0026ndash;235. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1177/0734016816634787\u003c/span\u003e\u003cspan address=\"10.1177/0734016816634787\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMenary, J., Stetkiewicz, S., Nair, A., Jorasch, P., Nanda, A. K., Guichaoua, A., \u0026amp; Davies, J. A. C. (2021). Going virtual: Adapting in-person interactive focus groups to the online environment. \u003cem\u003eEmerald Open Research, 3\u003c/em\u003e(6). doi:10/35241/emeraldopenres.14163.2.\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eMorgan, R. E., \u0026amp; Truman, J. L. (2024). Criminal victimization, 2023 (NCJ 307139). U.S. Department of Justice, Bureau of Justice Statistics. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://bjs.ojp.gov/library/publications/criminal-victimization-2023\u003c/span\u003e\u003cspan address=\"https://bjs.ojp.gov/library/publications/criminal-victimization-2023\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eNewins, A. R., Bernstein, E., Peterson, R., Waldron, J. C., \u0026amp; White, S. W. (2018). Title IX mandated reporting: The views of university employees and students. \u003cem\u003eBehavioral Science\u003c/em\u003e, \u003cem\u003e8\u003c/em\u003e(11), 106. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.3390/bs8110106\u003c/span\u003e\u003cspan address=\"10.3390/bs8110106\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003ePoole, N. Q., \u0026amp; Gray, M. J. (2024). Mandatory reporting: An exploration of student perceptions of university response to sexual misconduct. \u003cem\u003eViolence Against Women\u003c/em\u003e. Advance online publication. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/10778012241292287\u003c/span\u003e\u003cspan address=\"10.1177/10778012241292287\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSmith, C. P., \u0026amp; Freyd, J. J. (2013). Dangerous safe havens: Institutional betrayal exacerbates sexual trauma. \u003cem\u003eJournal of Traumatic Stress\u003c/em\u003e, \u003cem\u003e26\u003c/em\u003e, 119\u0026ndash;124. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1002/jts.21778\u003c/span\u003e\u003cspan address=\"10.1002/jts.21778\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eSmith, C. P., \u0026amp; Freyd, J. J. (2014). Institutional betrayal. \u003cem\u003eAmerican Psychologist\u003c/em\u003e, \u003cem\u003e69\u003c/em\u003e(6), 575\u0026ndash;584. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1037/a0037564\u003c/span\u003e\u003cspan address=\"10.1037/a0037564\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTaylor, Z. W., \u0026amp; Somers, P. (2019). Texas Title IX laws make hearsay reportable. \u003cem\u003eAcademe Blog\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://academeblog.org/2019/12/20/texas-title-ix-laws-make-hearsay-reportable/\u003c/span\u003e\u003cspan address=\"https://academeblog.org/2019/12/20/texas-title-ix-laws-make-hearsay-reportable/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTaylor, Z. W., Childs, J., \u0026amp; Somers, P. (2022). It\u0026rsquo;s a Big Deal: The Impact of Texas\u0026rsquo; Senate Bill 212 on Student Safety and Wellbeing on Texas\u0026rsquo; College Campuses, \u003cem\u003eBYU Education \u0026amp; Law Journal\u003c/em\u003e, 2022 (1, Article 4). Retrieved from \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://scholarsarchive.byu.edu/byu_elj/vol2022/iss1/4\u003c/span\u003e\u003cspan address=\"https://scholarsarchive.byu.edu/byu_elj/vol2022/iss1/4\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eTitle IX of the Education Amendments of (1972). 20 U.S.C. \u0026sect;\u0026sect; 1681\u0026ndash;1688. (1972). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://www.justice.gov/crt/title-ix-education-amendments-1972\u003c/span\u003e\u003cspan address=\"https://www.justice.gov/crt/title-ix-education-amendments-1972\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUllman, S. E., \u0026amp; Peter-Hagene, L. (2014). Social reactions to sexual assault disclosure, coping, perceived control, and PTSD symptoms in sexual assault victims. \u003cem\u003eJournal of Community Psychology\u003c/em\u003e, \u003cem\u003e42\u003c/em\u003e(4), 495\u0026ndash;508. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003e10.1002/jcop.21624\u003c/span\u003e\u003cspan address=\"10.1002/jcop.21624\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eUniversity of Texas at Austin Title IX (2020). \u003cem\u003eMandatory reporters (responsible employees).\u003c/em\u003e \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://titleix.utexas.edu/mandatory-reporters\u003c/span\u003e\u003cspan address=\"https://titleix.utexas.edu/mandatory-reporters\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"623\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 623px;\"\u003e\n \u003cp\u003eTable 1. Demographic characteristics\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eVariable\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eAge (\u003cem\u003eM\u003c/em\u003e, \u003cem\u003eSD\u003c/em\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e20.81\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e2.32\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eStudent Status\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eUndergraduate\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e88.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eSophomore\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eJunior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 50px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 302px;\"\u003e\n \u003cp\u003eSenior\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e12\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e46.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eGraduate: Masters\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eGraduate: Doctoral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eRacial/Ethnic Background\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eAsian/Asian American\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eBlack/African American\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e15.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eHispanic/Latinx\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eWhite\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eGender Identity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eCisgender Men\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eCisgender Women\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e73.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\" style=\"width: 395px;\"\u003e\n \u003cp\u003eSexual Identity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eLesbian/Gay\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eStraight/Heterosexual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e73.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eBisexual\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 43px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 352px;\"\u003e\n \u003cp\u003eQuestioning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 124px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 104px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"5\" valign=\"top\" style=\"width: 623px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: \u003cem\u003eM\u003c/em\u003e = mean. \u003cem\u003eSD\u003c/em\u003e = standard deviation.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003ctable border=\"0\" cellspacing=\"0\" cellpadding=\"0\" width=\"876\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"8\" valign=\"top\" style=\"width: 876px;\"\u003e\n \u003cp\u003eTable 2. Codes and frequency of each code.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"bottom\"\u003e\n \u003cp\u003eCode Number\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCode Term\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCode Definition\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eFocus Group Frequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eCode Frequency\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"bottom\"\u003e\n \u003cp\u003eParticipant Frequency\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eGeneral awareness\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAware of SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eUnaware of SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOutcomes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e60\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNegative outcome\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNegative consequences of SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePositive outcome\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePositive consequences of SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e1.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAttitudes\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e73\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNegative attitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eNegative attitude toward SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e47\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e1.3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePositive attitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003ePositive attitude toward SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e23\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e1.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eExperience\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAny experience with SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSexual misconduct at University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e2.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eCampus resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eOffices or program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e53\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e2.1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eEducation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e28\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e21\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e2.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSeverity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSexual misconduct is problematic (or not) at University\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e40\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e2.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAttitude\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eAttitudes toward University administration regarding sexual misconduct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e69\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e2.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRecommendations\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eSuggestions for programs or resources regarding sexual misconduct and/or SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e22\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\" valign=\"top\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eQuestionnaire feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e3.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFeedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eGeneral feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e54\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.1.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eContent feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFeedback on specific items or questions\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e147\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e25\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e3.1.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eLogistical feedback\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eFeedback on the questionnaire logistics (i.e., length, item options)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e92\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e24\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e3.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMotivation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eMotivation to complete or not complete the questionnaire\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e49\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\"\u003e\n \u003cp\u003e3.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eRecruitment\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003eWhere to recruit participants from\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e30\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\"\u003e\n \u003cp\u003e16\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cbr\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"624\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003eTable 3. Frequency of Attitudes Toward SB 212 \u0026amp; Impact on Disclosure among Texas Students (N = 26)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" rowspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003ePre-Test\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 109px;\"\u003e\n \u003cp\u003ePost-Test\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003en\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e%\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eFeelings toward SB 212\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003ePositive\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eNeutral\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eNegative\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e38.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will impact survivors\u0026rsquo; disclosure of sexual misconduct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e42.3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e57.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e38.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e15.4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will increase transparency of available resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e57.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e53.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will increase transparency between administrators and survivors\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e24.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e42.3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e23.1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will increase trust in utilizing resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eAgree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat agree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e15\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e57.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat disagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eDisagree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e15.4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will have no impact on how university officials treat someone accused of sexual misconduct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eVery likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eLikely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eNot likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e20\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e76.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e18\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e69.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will have an increase in severity of disciplinary action taken by university officials toward someone accused of sexual misconduct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eVery likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e38.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eLikely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eNot likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e0\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" valign=\"top\" style=\"width: 407px;\"\u003e\n \u003cp\u003eSB 212 will increase the speed with which university officials take action toward someone accused of sexual misconduct\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eVery likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e3.8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eSomewhat likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e26.9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e30.8\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eLikely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e11.5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eNot likely\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e13\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e50.0\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e34.6\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 42px;\"\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 365px;\"\u003e\n \u003cp\u003eUnsure\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e7.7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 45px;\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 63px;\"\u003e\n \u003cp\u003e19.2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\" valign=\"top\" style=\"width: 624px;\"\u003e\n \u003cp\u003e\u003cem\u003eNote\u003c/em\u003e: Pre-test = before the focus group. Post-test = after the focus group.\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"","lastPublishedDoi":"10.21203/rs.3.rs-8654371/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8654371/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eIntroduction: Texas Senate Bill (SB) 212 requires mandatory reporting of sexual misconduct to Title IX among all public university employees. While intended to promote survivor support and increase institutional accountability, evidence suggests that mandatory reporting laws may instead discourage disclosure of sexual misconduct and negatively impact survivors. We aimed to explore students’ opinions of SB 212 and the potential impact on reporting instances of sexual misconduct.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eMethods: We conducted focus groups and questionnaires among 26 students at a public university in Texas from July to September 2020. Student participants completed similar questionnaires prior to and after focus group discussions (FGDs). Questionnaires included SB 212 awareness and attitudes toward SB 212, and the impact of SB 212 on disclosing sexual misconduct. FGDs explored students’ perceptions of SB 212, perceptions of students’ risk of sexual misconduct at their university, and knowledge and perceptions of resources for sexual misconduct.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eResults: Themes that emerged included limited SB 212 awareness, predominantly negative attitudes, and a disconnect between the intent and impact of SB 212, particularly concerns that it may deter disclosure. Conclusions: Findings emphasize that mandatory reporting policies aiming to improve public health need to be rolled out with increased awareness and education.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePolicy implications: Texas lawmakers should consider making some amendments with input of survivors to ensure that SB 212 benefits survivors of sexual misconduct and increases reporting. Universities should improve and diversify communication regarding policies related to mandated reporting and sexual misconduct.\u003c/p\u003e","manuscriptTitle":"Texas Students’ Awareness and Attitudes Toward Senate Bill 212: Qualitative Exploration of Perceived Impact of Mandated Reporting of Sexual Misconduct","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-02-13 12:15:25","doi":"10.21203/rs.3.rs-8654371/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"0fe24b5a-59d9-4eea-b29e-acfe6b38c619","owner":[],"postedDate":"February 13th, 2026","published":true,"recentEditorialEvents":[{"type":"decision","content":"Revision requested","date":"2026-05-04T15:49:00+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2026-05-02T20:17:21+00:00","index":41,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2026-05-04T15:54:47+00:00","versionOfRecord":[],"versionCreatedAt":"2026-02-13 12:15:25","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8654371","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8654371","identity":"rs-8654371","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}