Institutionalizing Consent Myths in Grade School

30 Pages Posted: 3 Feb 2020 Last revised: 18 Feb 2020

See all articles by Shawn Fields

Shawn Fields

Campbell University - Norman Adrian Wiggins School of Law

Date Written: October 17, 2019

Abstract

Scholars and advocates have long decried antiquated notions of consent in the criminal law of rape and sexual assault. Significant progress has been made to redefine consent in criminal codes and in our collective consciousness as freely given, informed, enthusiastic, explicit, revocable, and to be considered from the perspective of the consenting party. But despite this progress, the criminal justice apparatus continues to fixate on details irrelevant to the consent calculus such as the victim’s dress. This obsession with the victim’s clothing reflects a troubling willingness to imply consent or, alternatively, blame the victim for provocatively “asking for it.” Significant scholarship has demonstrated the corrosive impact of this fixation, resulting in a “credibility discount” of women making sexual violence allegations, the acquittal of defendants engaged in clearly criminal sexual conduct, and a concomitant reluctance of female victims of sexual violence to even engage with the criminal justice system.

None of the foregoing is new or particularly controversial. But while this unfortunate reality has been well examined, this Essay reflects upon a lesser explored, early root cause of the status quo: the hard wiring of consent myths in grade school through gendered dress codes and the gendered messaging these dress codes institutionalize about consent. Increasingly pervasive, increasingly sex obsessed dress codes feed narratives at an early age that girls are sexual objects who are responsible for the assaultive behavior of perpetrators and who “ask for” any unwanted sexual attention their dress may attract.

This Essay highlights the dangerous, highly sexualized justification often given by school administrators for gendered dress codes: a desire to create a “distraction-free learning environment” for boys. This messaging sexualizes underage girls, forces them to become hyper-cognizant about their physical identity, and signals a male entitlement to act inappropriately towards the female body for which the female will be punished. At root, these dress codes, and the justifications behind them, normalize and excuse sexually predatory behavior as a natural “distracted” reaction while blaming the victim for provoking the unwanted behavior. This institutionalization – which continues to grow – naturally feeds corrosive narratives that persist in criminal sexual assault adjudications, including implied consent, the requirement of a “perfect victim,” and the myth of the “unstoppable male.”

Keywords: sexual assault, consent, me too, dress codes, first amendment, equal protection, title ix, perfect victim, due process, objectification

Suggested Citation

Fields, Shawn, Institutionalizing Consent Myths in Grade School (October 17, 2019). Oklahoma Law Review, Vol. 72, No. 4, 2020, Available at SSRN: https://ssrn.com/abstract=3521988

Shawn Fields (Contact Author)

Campbell University - Norman Adrian Wiggins School of Law ( email )

225 Hillsborough Street
Raleigh, NC 27603
United States

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