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Suggested Citation:"Bystander Intervention." Kuhn, J-U., N. Arain, N., J. Bell, B. Davis, H. Kaiser, D. Madden, G. Prepetit, and K. Williamsen. 2023. Strategies for Developing, Implementing, and Sustaining Sexual Harassment Bystander Intervention Programs for Faculty, Staff, and Graduate Students. Washington, DC: The National Academies Press. doi: 10.17226/27266.
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Bystander Intervention

What Is It and What Are Factors That Affect Bystander Behavior?

In the context of sexual harassment, bystander intervention occurs when an individual who observes sexual harassment is able to speak up and/or act in such a way that discourages or resists the harassment that is occurring (Griffith, 2022; Holland et al., 2016). Bystanders can intervene as a response to bias, microaggressions, and/or harassing behaviors with the goal of interrupting and discouraging the harm that may occur in the incident (Griffith, 2022; Holland et al., 2016). Researchers have outlined a set of five consecutive steps that lead to action by a bystander: by first noticing the event or harmful situation, then understanding that the event was a problem, taking personal responsibility for responding to the event, deciding how best to intervene, and ultimately taking action (Banyard, 2011, 2015; Latané and Darley, 1970). There are also multiple ways for a bystander to intervene (Holland et al., 2016):

  • Responding directly (e.g., stopping the person committing the harm) or indirectly (e.g., getting someone else to directly intervene or helping the person who is the target),
  • Engaging the person committing the harm, the person who is the target(s), and/or other bystanders, and
  • Acting before, during, or after the harmful incident

Many factors influence a bystander’s willingness to intervene. Early research indicates that bystander intervention usually occurs when bystanders are among those with whom they feel comfortable (e.g., friends; Levine and Crowther, 2008; Levine et al., 2005), consider people who have been harmed as members of their in-group (Christy and Voigt, 1994; Levine and Crowther, 2008; Levine et al., 2005), and identify people who are committing harm as unfamiliar (e.g., strangers; Fischer et al., 2006; Shotland and Straw, 1976). Individuals’ willingness to intervene is also affected by their attitude toward discouraging sexual harassment (Banyard, 2008; Banyard and Moynihan, 2011), emotional arousal (Batson et al., 2007; Dovidio, 1991; Fischer et al 2006; McMahon, 2010; Potter et al., 2011), assessment of individual cost-risk (Banyard, 2008; Banyard and Moynihan, 2011; Brown and Yufik, 2009), and gender (Banyard, 2008; Burn, 2009; Elias-Lambert et al., 2023). Studies also show that individuals will intervene if they have increased understanding of sexual assault (Banyard, 2008; McMahon, 2010), strong personal beliefs that do not support rape myths (Elias-Lambert et al., 2023; Frese et al., 2004; Frye, 2007; McMahon, 2010), and a deep sense of responsibility to act (Banyard and Moynihan, 2011; Burn, 2009; Latané and Darley, 1970).

By engaging other witnesses of a harmful incident, bystander intervention can motivate the broader community to assume responsibility in addressing sexual harassment and promoting “a culture of support, not one of silence” (National Academies, 2018, p. 176). Research shows that individuals who demonstrate bystander behavior serve as models of positive helping behavior and create new social norms for how a community should respond to sexual harassment (Banyard, 2011; Banyard et al., 2004). Additionally, academic communities that endorse bystander intervention help “to create a culture where abusive behavior is seen as an aberration, not as the norm” (National Academies, 2018, p. 176).

Suggested Citation:"Bystander Intervention." Kuhn, J-U., N. Arain, N., J. Bell, B. Davis, H. Kaiser, D. Madden, G. Prepetit, and K. Williamsen. 2023. Strategies for Developing, Implementing, and Sustaining Sexual Harassment Bystander Intervention Programs for Faculty, Staff, and Graduate Students. Washington, DC: The National Academies Press. doi: 10.17226/27266.
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To address the persistent problem of sexual harassment within higher education, research suggests that environments need to convey that sexual harassment is not a norm and actively discourage it when it does occur. One approach that researchers have identified as helping to create such environments is bystander intervention programs, which prepare and equip individuals to interrupt and intervene when harassing behavior occurs. This paper explores bystander intervention training approaches that are designed for the complex work environments within higher education, and considers how to apply the principles of bystander intervention to the experiences and environments of faculty, staff, and graduate students., Institutions within the Action Collaborative were asked a standard set of questions to learn about their experiences with commitment and buy-in from leadership, details on how the trainings were developed and what audience it was targeted to, and how the training programs were evaluated. The paper summarizes responses from seven of these institutions and ends with a call for additional research and action.

This individually-authored issue paper was created by members of the Prevention Working Group of the Action Collaborative on Preventing Sexual Harassment in Higher Education to understand how institutions are addressing the gap in bystander intervention training for faculty, staff, and graduate students. The Action Collaborative on Preventing Sexual Harassment in Higher Education of the National Academies of Sciences, Engineering, and Medicine brings together academic and research institutions and key stakeholders to work toward targeted, collective action on addressing and preventing sexual harassment across all disciplines and among all people in higher education. The Action Collaborative includes four working groups (Prevention, Response, Remediation, and Evaluation) that identify topics in need of research, gather information, and publish resources for the higher education community.

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