Debriefing for The Effects of Familiarity with Evolutionary Psychology on Sexual Knowledge and Beliefs Regarding Rape and Gender

Primary investigator: Glenn Geher (geherg@newpaltz.edu); professor of psychology

This study attempts to examine how evolutionary psychology may bear on sex education. Specifically, given that evolutionary psychology focuses on the broad variables that underlie human nature, it is predicted that students with an education in evolutionary psychology (i.e., who have taken a college-level course on this topic) may have, in some ways, a different understanding of sexuality (in particular, how sexuality is part of our broader social human contexts) and relatively progressive attitudes about gender and issues of rape and sexual harassment. We predict that people who are educated in evolutionary psychology learn about differences in the sexes from an evolutionary perspective and, as a result, come to appreciate those of other genders / sexualities in significant ways. Thus, we predict that males with an evolutionary psychology education will be less sexist (hold more positive attitudes toward women) than other males – and females who have an evolutionary psychology education will be less sexist (hold more positive attitudes toward males) than other women. Finally, we predict that an evolutionary psychology education will affect attitudes toward rape and sexual harassment – with those educated in evolutionary psychology predicted to be more disgusted by rape (as it has dramatic implications for fitness from an evolutionary perspective) compared with those who have not been educated in evolutionary psychology.

Specifically, we predict that participants who are knowledgeable about evolutionary psychology should be less likely to endorse various “rape myths” – such as the idea that women who are raped are themselves responsible for the act.  Burt (1980), a feminist psychologist seeking to understand factors associated with holding rape myths, created the “Rape Myth Acceptance Scale” to tap these attitudes. This scale, which includes some highly charged and sensitive items (e.g., “A woman who goes to the home or apartment of a man on their first date implies that she is willing to have sex.”), is a standard and validated measure of rape attitudes in the social sciences and has been shown to predict sexually aggressive attitudes.

To test the predictions of this study, measures of such constructs as attitudes toward women and beliefs about rape needed to be implemented. Importantly, these measures are fully anonymous. We realize that many of the items in several of the scales have potential to be offensive or emotionally affecting. It is for this reason that we make it clear from the start that participants can stop at any time and should contact the university’s Counseling Center (257.2920) if they experience distress. They are also asked to contact myself directly (geherg@newpaltz.edu) with any questions/comments/concerns.

Ultimately, this research has potential to shed light on a fully novel approach to sex education. If the predictions are supported, then this will be the world’s first evidence that learning about evolution applied to the human condition has potential to (a) lead to a deeper understanding of sexuality, (b) lead to relatively egalitarian gender attitudes, and (c) lead to relatively prosocial and pro-female attitudes about rape (seeing its disgusting nature through an evolutionary lens). Such findings may have positive implications for large-scale changes to sex education in this country.

Please don’t hesitate to contact me, the Primary Investigator (geherg@newpaltz.edu; Glenn Geher) with any questions, etc., regarding this research. And many thanks for your participation.

And please note this reference for Burt’s (1980) scale if you’d like more information on this particular measure:

Burt, M. R. (1980). Cultural Myths and Supports for Rape. Journal of Personality and Social Psychology, 38, 217-230.