Abstract：
Victimization of college students is widespread, and it is not uncommon for students to disclose these experiences to faculty. Given that how faculty respond to disclosures may have implications for students\' psychosocial and academic outcomes, it is key to know more about disclosures to help faculty prepare a supportive response. This study used data from an online survey of members of two U.S.-based professional scholarly associations for criminal justice and criminology (N = 637) to look at the nature of student disclosure of victimization and which faculty are more likely to receive such disclosures. Disclosure to faculty was widespread (87% of faculty had received at least one disclosure of victimization from a student), and disclosures were mostly made in person. Over half the time (52.3%), participants thought the disclosure was prompted by an incident in class or another aspect of the course, and more than a quarter of the time (28.8%), the disclosure came from a student in a course that utilized trigger warnings. A faculty member\'s individual identities, such as gender or race and ethnicity, did not appear to render them more or less likely to receive student disclosures. However, faculty with victimization experiences who had links to victim services organizations, who were teaching in a Sociology department, or who had been teaching longer were more likely to have received a disclosure. Graduate student instructors were less likely to have received a disclosure, even controlling for years of teaching. This suggests widespread training of college-level instructors in how to respond to a student\'s disclosure of victimization may be warranted, at least for faculty teaching courses focusing on criminology and criminal justice.
摘要：
大学生受害现象普遍存在,学生向教师透露这些经历并不少见。鉴于教师对披露的反应可能会对学生的心理社会和学术成果产生影响，关键是要了解更多关于披露的信息，以帮助教师准备一个支持性的回应。这项研究使用了对两个美国刑事司法和犯罪学专业学术协会（N=637）成员的在线调查数据，以研究学生披露受害情况的性质以及哪些教师更有可能收到此类披露。向教职员工披露的情况很普遍(87%的教职员工至少收到过一次学生披露的受害情况)，披露大多是当面披露。超过一半的时间（52.3%），参与者认为披露是由课堂上的事件或课程的另一个方面引起的，超过四分之一的时间(28.8%)，该披露来自使用触发警告的课程的学生。教师的个人身份，例如性别或种族和种族，似乎并没有使他们或多或少地可能收到学生披露。然而,有受害经验的教师与受害者服务组织有联系，他们在社会学系任教，或者教书时间更长的人更有可能收到披露。研究生导师不太可能收到披露，甚至控制了多年的教学。这表明，对大学水平的教师进行广泛的培训，以应对学生的受害情况，至少对于侧重于犯罪学和刑事司法的教师教学课程。
