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The researcher implemented one anonymous survey via Qualtrics. The single-survey design allowed the researcher to collect comparable data from undergraduate and alumnae participants. Qualtrics as a survey tool, allowed the researcher to use logic instructions which directed the path of the participant based on how the participant responded to a question. The survey was designed using six separate blocks of questions See Appendix C for the survey flow and survey questions.

Block one: About this survey. The initial page of the survey contained descriptive information about the purpose of the study, the target population, notified the participants of their rights and options, and provided contact information for the primary investigator.

Block two: Cornell Affiliation. This segment contained one question that required participants to indicate their current affiliation with Cornell university: undergraduate student, alumna, or graduate and professional student. Subsequently, participants were branched through a path of questions based on their current Cornell affiliation. The branch questions for alumna and currently enrolled graduate/professional Cornell students were identical. The researcher offered the graduate/professional degree affiliation as an option to make it clear that Cornell Black and

Latina students who were currently enrolled in a graduate or professional degree program at the time of the survey, but earned their undergraduate degree from Cornell between 2008-2018, were eligible to participate. The questions for the alumnae population and graduate/professional students asked about their experiences with sexual misconduct during their time as an undergraduate student at Cornell. Black and Latina women, who were currently enrolled in a graduate or professional degree program, but did not complete their undergraduate degree at Cornell were not eligible to participate, as their undergraduate experiences exist beyond the boundaries of the scope for this case study. The researcher tracked international and transfer student status to be able to compare the semester and year of the student’s matriculation with the semesters and years that Cornell provided sexual violence prevention education during orientation. Cornell began to formally offer annual sexual violence prevention education during each fall semester of orientation in the year of 2013. However, it did not begin to offer annual sexual violence prevention education during spring semester orientation until the spring term of 2016. Therefore, sexual violence prevention education for transfer and international students was not provided during orientation for the spring semesters of 2014 or 2015.

Block three: Demographic Data. All participants were asked the same three questions: 1) Which of the following races or ethnicities best describe you? Mark all that apply. 2) Are you a US citizen or permanent resident? Choose one. 3) Which of the following best describes your gender identity? Mark all that apply. The study focused on the experiences of Black and Latina women, so the researcher developed questions that allowed participants to disclose their race and gender identities. Cornell University only reflects the racial and ethnic identities of U.S. Citizens, Permanent Residents, and Refugees in the Profile of Enrolling Freshmen (see Table 3). Therefore,

information gathered from the residency status question helped the researcher know if survey participants were reflected in the numbers for the reviewed enrollment profiles.

Block four: Attendance Data Alumnae and Graduate/Professional Student, or Attendance

Data Undergraduate. This segment of the survey inquired about the timeframe during which the

participant began and concluded their tenure as an undergraduate student at Cornell. Additionally, questions within this block addressed transfer and/or international student status. Alumnae that identified as transfer students and international students were eligible to participate if they completed their undergraduate degrees from Cornell during 2008-2018.

Block five: Define Terms. All participants had the same block of defined terms: complainant, respondent, dating/domestic/and intimate partner violence, sexual assault, sexual intercourse, sexual contact, affirmative consent, sexual exploitation, sexual harassment, gender- based harassment, stalking, and retaliation. Each term within the block had to be entered as a separate question. However, to avoid a lengthy and text-heavy block, the researcher used the following code to add a hover-text feature in to the html span of each Qualtrics question: <span title=“Definition”>Word</span> (R., 2017). To the participant, the defined terms block appeared as a list of terms. However, if the participant chose to hover over the term with their mouse, then the definition of the term would appear. If they were not inclined to review the definition of terms, they could advance to the next block.

Block six: Alumnae and Graduate/Professional Student Questions or Undergraduate

Questions. This block asked questions that addressed if the participant experienced, or knew a

fellow student that experienced sexual misconduct (if applicable); what happened in the aftermath of that experience; if the participant had the opportunity to be informed by the university of their rights and options in the aftermath of an experience with sexual misconduct; if they engaged in

any form of sexual misconduct. The question and answer option design in this section were modeled after Cornell University, 2017 Survey of Sexual Assault and Related Misconduct. The researcher narrowed the scope of the survey questions to focus on barriers to reporting. Questions in this section indicate if the participants were able to identify acts of sexual misconduct during the time of occurrence. Survey participants could provide multiple responses for their course of conduct in the aftermath of an experience so the investigator could gain a broad understanding of potential barriers and search for patterns within their responses.

Although the attendance data questions and experiential questions for alumnae, graduate and professional, and undergraduate students pursued the same lines of inquiry, questions in the alumna/graduate and professional student blocks were phrased using past-tense language while questions in the undergraduate student blocks were phrased using present-tense. After participants completed the final question in the survey, they received a standard end-of-survey message listing supportive resources and instructions on how to sign-up to participate in an interview (see Appendix J).

The interview survey consisted of two blocks. Like the survey, the first block provided information about the purpose of the study, the target population, notified the participants of their rights and options, and provided contact information for the primary investigator. The second block requested contact information for the participant, and the preferred method of communication (i.e. email, phone call or text).