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Correlates of Bystander Readiness to Help Among a Diverse College Student Population: An Intersectional Perspective

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Abstract

This study seeks to understand which socio-demographic variables explain bystander readiness to help (BRH) among a diverse (via race/ethnicity) sample of college students. This study uses an intersectional approach by investigating how gender intersects with variables, specific to a college student population (e.g., class level, college of major, sexual harassment on campus), to influence readiness to help. The results are from a survey about campus climate experiences, which includes a stratified random sample of college students from a large Southwestern university in the United States, with 964 respondents. We conducted bivariate crosstabulations, comparisons of means, and multiple regressions. The multiple regression analyses illustrate that for women, the single most robust relationship with BRH is experiences with sexual harassment. For men, the strongest correlate is being a student within the college of liberal and fine arts. The practical and research implications of these findings are discussed.

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Notes

  1. We asked students if they identify as transgender. Seven survey respondents identified as transgender (two self-identified as male and five as female), which is not enough responses to generate meaningful analyses. We included the transgender students as part of the sex category (female/male) with which they identify.

  2. Detailed comparisons of the sample and the total university population are available on request.

  3. We conducted principal components analyses to examine the dimensionality of the twelve items. Three criteria acted as the basis for identifying the dimensions underlying the existing instrument: (a) the a priori hypothesis that the measure was multidimensional, (b) the scree plot, identifying components with an eigenvalue ≥ 1, and (c) interpretability of the factor analysis results. The scree plot supported our hypothesis by illustrating four independent dimensions: (a) current involvement, (b) open to being involved, (c) no need to be involved, (d) no problem exists. The patterns were nearly identical for the total sample and separately for men and women.

  4. In assessing the regression analyses, we examined possibilities of multicollinearity. The variance inflation factor (VIF) indicators are all well below five, and those in the three to four range are all associated with dummy variables constructed from demographics, suggesting no serious concern (see Allison 1999, 2012; Kutner et al. 2004). Analysis of the standardized residuals shows normal distributions with a means of zero and standard deviations close to one (0.96–0.98) for the total sample and the separate analyses for women and men. Further, the P–P Plots form nearly perfect diagonals, again supporting the assumptions for the use of ordinary least squares (OLS) regression.

  5. To assess for the relationship between sexual orientation and readiness to help we did conduct a regression with the dichotomy of Not Heterosexual (Code 1) versus Heterosexual (Code 2) and this variable was not statistically significant in any of the regression models (total, male, female).

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Funding was provided by College of Public Policy, UTSA.

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  1. University of Texas San Antonio and the Center for Positive Sexuality, Los Angeles, CA, USA

    M. Candace Christensen

  2. University of Texas San Antonio, San Antonio, TX, USA

    Richard J. Harris

  3. 501 W. César Chávez Blvd., San Antonio, TX, 78201, USA

    M. Candace Christensen

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Christensen, M.C., Harris, R.J. Correlates of Bystander Readiness to Help Among a Diverse College Student Population: An Intersectional Perspective. Res High Educ 60, 1195–1226 (2019). https://doi.org/10.1007/s11162-018-09544-6

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