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African Male

It addresses everyone as equal but that’s not how society works

I don't think there's anything that uniquely makes it [the SV/SA policy] feel that it would consider the perspective of an African Nova Scotia male, at all. I mean, I think one of the glaring things that I was kind of taking in - I don't know, I might have misinterpreted it, but it doesn't really give any sort of, and I might have missed this, and if so, maybe point out, but it doesn't really explain the misuse of the policy. Like if somebody was to be wrongfully accused. Where I'm going with this, is that I feel like, and I can't really reference any specific data on this, but maybe African Nova Scotia males have been, I guess, more, more targeted or more disadvantaged by the enforcement of this policy than any other demographic. And for that reason, it doesn't really give, you know, any clear consequences to somebody who decides to enforce maybe some of the measures of these policies which have like everlasting consequences, obviously. So, I guess where I'm going with that is, yeah. [...] It addresses everybody as their equal and this policy applies across the board. But, in reality, we know that's not how society works, and I don't think that's considered anywhere in the policy from a brief overview that you've given.


  • When responding to a disclosure or report of sexual violence involving racially or ethnically marginalized students, provide these students with the choice to work with someone who shares their cultural or racial identity or someone who does not.

  • Engage in activities to develop anti-racism as it pertains to sexual violence prevention and response. Apply anti-racist practices in these areas.

  • Including male students across cultures in discussions of sexual violence, gender stereotypes, and stereotypes of masculinity.

  • Address concern around wrongful accusations while developing new policies or training materials.

  • Address respondent rights and supports available to respondents in each of the following circumstances: 1) the investigation into the complaint is ongoing 2) the investigation concludes that the respondent has violated the policy, or 3) the investigation does not conclude that the respondent has violated the policy.

  • Engage with student leaders from diverse cultural backgrounds and genders when revising policy content and associated services. Ensure the concerns raised by these students are foregrounded in policy development and application.

  • Be aware of damaging assumptions about Black and Middle Eastern male sexuality; consider problematizing this form of bias in education and awareness campaigns. In working with students from these demographics in relation to a disclosure or report, demonstrate awareness that such biases exist, and demonstrate intention not to be swayed by such assumptions.