THE NEW YORK TIMES:

DABBLING IN DISHONESTY

KATIE AUSTIN

WHAT ARE THE INCENTIVES PUSHING

NOTABLE NEWSPAPERS TOWARDS
DISHONESTY AND CORRUPTION?
TABLE OF CONTENTS
SECTION 1: PROJECT PROPOSALS 3
SECTION 2: CRITICAL RESPONSES 7
HWS students react to times
article.6
D.A.: The New York Times Got it Wrong...8
Letters To The Editor9
Speak.10
Myths of Male Dominance (Collected Articles on Women Cross-Culturally)...11
SECTION 3: HISTORICAL THINKING SKILLS CHARTS ...12
Reporting Rape and Wishing She Hadnt 12

Information regarding New York Times story...14

SECTION 4: RESEARCH PAPER, The New York Times: Dabbling in Dishonesty. 16
SECTION 5: ADDITIONAL QUESTIONS............................................................................. 19
SECTION 6: BIBLIOGRAPHY ... 19

SECTION #1
The research topic I chose is not a specific event, but rather a timeline. I am following the
evolution of rape in our society, and specifically how it relates to masculinity. Rape is
encouraged in so many ways, whether it is sports, war, popularity, or pure ignorance. I chose this
topic because I am passionate about this and womens rights, and believe that as human beings,
we have a right to our own bodies that should not be fragile enough to disappear in a moment.
Throughout history, how has masculinity affected rape culture?
- Do annual rape statistics change when there is a major war?
- How do sports games wins and losses affect rape?
- What do average men think of rape?
- Where do they draw the line? (Ski masks and knives)
- What percentage of rapes is done by a group of rapists?
What is the individuals role in creating a just society?
My project will relate to this question because it is up to the victim to report the crime, but it is
also up to the rapist to not commit this crime. We must always be aware of what is going on
around us and how we are impacting others around us. Men and women also need to be informed
of what rape is and where to draw the line. Much of rape is done because men are not aware that
what they are doing is sexual harassment and assault.
2. Reading List- Include the title, author and a brief summary of:
a. Series of poems

Rape poem to end all rape poems:

This poem is by four girls from Rutgers University who collaborated to create a poem not
necessarily about rape, but about rape poems. They speak about how there will always be
another rape poems until there is nothing left to write about, and rape has ceased.
https://www.youtube.com/watch?v=0Wu7Ax78hXo
Bois will be Boys:
Four men from Virginia Commonwealth University performed a somewhat sarcastic poem about
how she asked for it and how the genders are socialized into their current position. They tell
the arguments from the male side, and then tear them down. A particularly impactful thing they
said was, not all boogeymen live under the bed, some live on top of it.
https://www.youtube.com/watch?v=t9qr68XQHkY
Rape Joke:
Two women from Los Angeles wrote a poem about rape jokes, trigger warnings, body image,
and various not all men excuses. All over the medial are these excuses that not all men are
rapists which is very true. But what this poem is saying is these men who spout excuses are not
fixing anything. Consent is sexy? Lingerie is sexy. Consent is a basic human right.
https://www.youtube.com/watch?v=j4m3AJamQYM
b. SpeakSpeak is a film made in 2004 and based on a novel by Laurie Halse about a girl who is raped in
eighth grade at a party and when she calls the police to the party, she is labeled a squealer.
Even when the police show up to the party, she does not report the rape, and so is the only one
who knows it happened besides the senior student who raped her. This movie is all about her
struggle and how after the incident, she barely speaks. It follows her through freshman year in
high school and the gradual recovery of her confidence.
c. A Natural History of Rape, Randy Thornhill, Craig T Palmer
This book explores the root causes of rape through history and argues against the statement made
in Against Our Will by Susan Brownmillers, that rape is not sexually motivated. Though some
scholars have said his arguments are weak, I think if I am to read Susan Brownmillers book I
should also have this one open to see the opposing side to her arguments.
d. The evolution of Human Sexuality, Donald Symons
This book analyzes how sex is usually looked at as a favor women give men. He also looks at
how many partners homosexuals have versus heterosexuals. Gay men's sexual behavior is an
exaggerated version of universal male tendencies, while lesbian women's sexual behavior is an
exaggerated version of universal female tendencies. And Symons suggests that straight men
would have as many sexual partners as gay men if they had the opportunity. Though this book is
not directly related to my research questions, I believe it would open up an entirely new look on
masculinity and sex.
Or
Against Our Will, Susan Brownmillers

As I said above, in this book Susan Brownmillers argues that rape is not sexually motivated.
Rather, it is more a representation of masculinity and the need for dominance in todays culture.
She also tries to promote the concept that rape is not the victims fault. This book is from 1975,
but though it may be somewhat outdate, I think it would still represent the victims struggle and
the rapists need for dominance and violence.
e. Rape Case Unfolds Online and Splits City
-Juliet Macur and Nate Schweber
This article is all about the Steubenville rape. It looks through all different perspectives, and has
an entire section on the scrutiny the football team and coach are under. This case is very
interesting because not only are the team and coach finding ways to defend the two rapists, but
they are also finding ways to turn the case their way. This article shows how the boys did not
necessarily think it was rape, and also how the girl was partially to blame for the incident. All
sides are looked at in this article, from family, to friends, to the lawyers and coaches, to the
general public and their ideas. An online blogger was also brought into this whole issue because
she was one of the first to show up and report.
http://www.nytimes.com/2012/12/17/sports/high-school-football-rape-case-unfolds-online-anddivides-steubenville-ohio.html?pagewanted=all&module=Search&mabReward=relbias%3Ar
The Power of the Peer Group in Preventing Campus Rape
-Laura Starecheski
There was a study done by David Lisak to see how many men have raped friends. Many of them
answered truthfully because they dont really view them as rape. Friends will carefully plan these
assaults through prep at parties. They have a special drink they make to give the girls. These
assaults are often looked at as hookups or just gitting laid, not actual rape. College guys will
hook up and then brag about it to their friends. Even though the rapists friends may not actually
be comfortable with these assaults, they dont say anything, and so the rapist will make decisions
based on the support he assumes he is getting from them.
This is why there is a new high school program called MVP or Mentors in Violence Prevention
that pairs up older guys with incoming freshmen guys to tell them about sexual assault. They go
through different scenarios with their partners to raise awareness of the different situations that
happen. One of the seniors went to college and said he started seeing these example scenarios
play out more and more often. To reduce sexual assault and rape, boys need to start hearing
pushback from their friends so they realize that sexual assault and harassment is not actually
acceptable.
http://www.npr.org/blogs/health/2014/08/18/339593542/the-power-of-the-peer-group-inpreventing-campus-rape?
utm_source=npr_email_a_friend&utm_medium=email&utm_content=20140818&utm_campaig
n=storyshare&utm_term=
SECTION #2
CRITICAL REACTION #1
Type of Source: Secondary

Title: HWS students react to times article

Author: Mark Gruba
Summary:
This article is about the controversy created when the New York Times article Reporting Rape
and Wishing She Hadnt was released. Various students are interviewed and many are surprised
at how much information was in the article. It was a very difficult thing to read even for students
that were not involved. It also reminded me of the email sent out to the entire student body,
which contained details on the case including Annas name. The report was also troubling to
many of the students because of the various details that the paper included. They were disturbed
by details such as the trial happening without the full results from the rape case and just in
general how the school dealt with the issue, and they were surprised at how the case in general
was handled. The three football players were cleared and the case did not even fully include all
of the evidence. It proceeded before the rape kits results were available and Anna was
disrespected in the courtroom. All of these facts put together in the New York Times article
disheartened the students and has made them question how the school system is really working
in situations like this.
Critical Analysis:
This source helped me understand the student body and their reactions to the article. It gave me
more perspectives that arent reporters, victims, or the school responding to everything. It was
interesting to hear from these fresh perspectives because it really shows how the article impacted
the student body and why they thought it was wrong to give so much information. Many were
uncomfortable reading the article or disturbed by the enormous amount of information available
in the article. One of the seniors actually referred to this as a horror story where there is always
something going wrong in investigations or punishments such as expelling the wrong person, or
not punishing someone harshly enough. This goes to show that the majority of students are
actually worried about this. They dont find it to be right how the school handles things, and
though this article was difficult for many of them to read, it opens up some very good points
about the flaws in the school system. What worries me though, is that the Newspaper did not
accurately report what happened with the school. When I went on the Facebook page for Annas
support group, there was a letter from her mother saying how grateful they were to the school for
doing their best to investigate this issue. All of the articles I have read from the NYT have gone
against what the mother said. Since the NYT is not accurately reporting what happened, many
students may be worried about the wrong things.

CRITICAL REACTION #2
Type of Source: Primary
Title: D.A.: The New York Times Got it Wrong
Author: Sean Carrol
Summary:
This article was about the many errors that were present in the New York Times article,
Reporting Rape and Wishing She Hadnt. At one point in the article they go on to say
that this was just the wrong case to report on because despite what the New York Times
would have the public think, the school did do all they could in the situation and the
matter was greatly exaggerated by the press. District Attorney Michael Tantillo was
quoted saying, Once you start piercing the facts of this particular case, anyone who has
access to the information knows that the actual facts do not support the conclusions
drawn in this particular case by the Times. They actually go on to talk about how the
case was entirely misrepresented by the Times and how it may actually have been
consensual. Though many people may think issues like this are black and white, this one
has many grey areas. The D.A. goes on to explain how Anna actually told a friend that
she was going with the suspect because he wanted to have sex with her. The article
continues on to highlight how the NYT excluded much of the evidence and
miscommunicated the case to the public.

Critical Analysis:
This article completely changed my outlook on the case. Originally, I was under
the impression that this was a rape case, because my research was limited to articles and
videos that supported that viewpoint. This article opened my eyes to a completely
different outlook on the case by not only arguing the completely opposite side, but giving
evidence to it as well. To think there is nothing to indicate this is anything other than a
consensual encounter implies that the New York Times did not, in fact, dive as deeply as
a reporter for a high-end newspaper should. Instead, they focused only on the things that
made the case swing the way they wanted it to. The evidence from this article is
substantial, and it is also supported by the message left by the mother on the HWS
Community for Change stands with Anna Facebook page about how much the school has
helped and how they have done everything they can to help Anna. This only makes me
wonder why the NYT tried to spin the entire case against the school if all evidence points
in the other direction.

CRITICAL REACTION #3
Type of Source: Primary
Title: Letters To The Editor
Author: Maureen Collins Zupan (Chairwoman and Board of trustees at HWS) and other
concerned citizens
Summary:
This article is a collection of letters to the editor of the New York Times. The authors
range from everyday people concerned about this issue, to parents from Hobart and
William Smith, to rape victims, and most of all, the Chairwoman from Hobart and
William Smith responding to the article and the outrage it incited. She explains how even
though this event happened on HWS campus, and was to and by HWS students, it does
not reflect the environment, values and traditions we have built and maintained for nearly
two centuries at Hobart and William Smith. Another point brought up by Michael
Schwartz was that the NYT is blowing it out of proportion and that we are focusing on the
wrong thing. Attacking Hobart and William Smith will get us no-where because though
this even did happen there, similar rapes have happened at many other schools, including
Harvard, Amherst, Princeton, and Swarthmore. Instead the issue is that people feel drawn
towards the in crowd often without knowing that it can be a dangerous place.
Critical Analysis:
I am sure that this source is biased because it is from someone who is trying to protect her
school and also from people just voicing their opinions, but it is very interesting all the
same. It gives us a look at the schools response to the article, and also a look at how the
people feel. These people obviously feel strongly about this issue because they are
submitting to a high-end newspaper, so I think it is right to assume that they have thought
through their opinions thoroughly. A few were victims of rape themselves, one of whom
attended Hobart and William Smith. She is now a mother and has struggled with how to
help her daughter in the best way. This source gives us many different perspectives all in
one, and it brings up many good points, such as the apparent lack of action colleges seem
to have towards cases like this. Another good point brought up by Jennifer Ibrahim when
she said,
Why do we allow this process in the first place? Would we allow a college
administration to investigate a kidnapping? Would we allow it to adjudicate a
murder charge? Of course not.
But since we allow rape investigations to fall within the scope of its authority, we
drive home the message that rape is not a serious crime, that it is merely a
campus-related issue that does not require the same level of criminal legal
investigation as other crimes.
I think this will be another important point to think on when I continue analyzing other
sources. In giving the power of decision over rape cases to the colleges, are we
decreasing the importance and significance of the crime itself?

CRITICAL REACTION #4
Type of Source: Secondary
Title: Speak
Author: Based on book by Laurie Halse Anderson
Summary:
13-year-old Kirsten Stewart plays Melinda. Melinda is a high school freshman and is
raped at a party she went to. She was too afraid to tell anyone and struggles alone with
the hate she receives. The school labels Melinda as a squealer because she called the
police to the party she was raped at. Throughout the movie, she struggles with her voice
and talks as little as possible. She makes a connection with her art teacher and finds her
solitude in her yearlong project of representing trees through art. When she sees one of
her friends is getting closer to the man who raped her (Andy), Melinda tries to tell her,
and the entire story comes out. Later, Andy realizes she has told people about what
happens and follows Melinda to her secret corner in the school. He very aggressively
approaches her there and they get in a fight. Melindas old friends find them in there and
stop everything, and it ends on a good note. Everyone knows what Andy did and her
secret is finally out. She regains her confidence and the scene closes with her
dramatically walking down the hallway with her newfound voice.
Critical Analysis:
Though this movie in general was executed well and very fascinating, I am not sure how
much it helped me with my research. I think it accurately represented rape culture and
masculinity, but my research has moved beyond that into a more specific area. I am not
longer simply researching rape culture in general, but am in the more specific field of the
Hobart and William Smith case. One point I came across through this film was the
rapists attitude about what they were doing. The man who raped her, Andy, was wooing
her to begin, and he seemed like a really nice guy. When he went too far, Im not
altogether sure that he realized what he was doing was rape. He truly did seem offended
when she told everyone he raped her. This also can be attributed to good acting, as I was
continually impressed throughout the whole movie at the actors and the way they
represented their characters. One thing I think they took too far was the ending, when
Melinda was in the closet with Andy. I think she ended up blinding him, and though he
may have deserved it, I feel like it was a bad way to end the movie. Some people may see
that scene and feel pity for him, when that is not the way we should be thinking about
him at all. Overall, this was a good source because though it does not entirely connect to
my research, it gave me another perspective on rapists.

CRITICAL REACTION #5
Type of Source: Secondary
Title: Myths of Male Dominance (Collected Articles on Women Cross-Culturally)
Author: Eleanor Burke Leacock
Summary:
This source is a book comprised of essays and articles written by Eleanor Burke
Leacock about the different levels of prominence male dominance takes in different
cultures and societies. Leacock has an entire section of the book that mainly highlights
her research on the Montagnais-Naskapi of Canada, and then continues on to talk about
other branches of this subject. The next section is dedicated to social evolution, and it
titled Social Evolution: From Egalitarianism to Oppression. In this section, Leacock talks
about womens status in these societies and how they evolved. She also goes over the
different causes of this evolution and the different factors that pushed the society from
egalitarian to a society where females are oppressed by the now dominant sex. Part three
consists of a discussion and debate of the various myths of male dominance. She goes
over various stereotypes and analyzes the ideologies of sex. The last section of this part is
dedicated to how social behavior relates to biology. Finally, Leacocks conclusion is titled
Conclusion: Politics and the Ideology of Male Dominance. Overall, this book is
formatted much like one massive research paper, and though it can be difficult for me to
read through sometimes, it adds another interesting piece to my whole discussion on rape.
Conclusion:
This book was very fascinating, though it is not necessarily connected to my
project. Many interesting points were made in this book, although since I switched my
project, they do not really apply. My original idea was researching how male dominance
attributes to rape culture, but I have since switched to the more specific topic of
researching the Hobart William Smith scandal with New York Times. This book does not
help me with my project because I switched topics, but it gives me an alternate piece to
try to fit in. With a case as specific as this, it is very difficult to get sources other than
articles and blog posts, and my search for alternate source types has been somewhat in
vain, as this is one of the only sources that is not an article, and it is too vague and
unrelated to my very specific topic of rape at HWS. Despite the fact that it does not
connect, I can use this somewhat to my advantage. I can take the critical eye this book
has on masculinity and apply it to the situation I am analyzing with HWS. I can use this
knowledge and apply this critical eye to the actions of the rapists.

SECTION #3

Type of Source: __Primary___________ Title: _____Reporting Rape and Wishing She Hadnt___
Authors Name: _Walt Bogdanich______________________ Date published/written: __July 12,
2014___________
Historical Reading Skills
Question
Question
Sourcing (Before Reading)
1. This author probably believes
2. Why was this piece wr
writing?
That schools are not helpful if you report rape to
them
This piece was written to spre
and should be changed.
Sourcing (Before Reading)
3. Based on this sourcing information, I predict this
4. I do/dont trust (or b
author will
Give us details on the case and why she regrets reporting.
This is from the New York Ti
They will give us good reason to believe the colleges are
a good job researching, and A
wrong.
Contextualization
1. I already know that ____ is happening at this time
2. From this document
(describe as many relevant political/social events as
feeling
possible):
Many rapes across the country are happening and not being
Angry because not only was A
reported, and so there is a movement happening already to
with a result that said she was
change what the colleges are doing.
Contextualization
3. What things were different back then? What things
were the same? (relevant to the source and topic)
This is very current, maybe last year. Not much has been
changed. This article came out in July.
Close Reading

1.

What major claims does the author make?

The college cleared the rapists because they were on the

football team and the college wanted to win.
As the case illustrates, school disciplinary panels are a world
unto themselves, operating in secret with scant accountability
and limited protections for the accuser or the accused.

2.

The author is trying

using/saying)____
significant evidence

The author is trying to convin

With no advocate to speak u
interrupted her answers, at tim
campus-police report she had
rape-kit results were known,
not shown to two of the three

Corroboration
Choose one piece of evidence that you find particularly shaky
or biased and summarize that here:

Choose one piece of evidence

and summarize that here:

This article seemed biased when they quoted the district

attorney saying unnecessarily specific and, in my mind, a
poor exercise of judgment About the email sent out to the
school. I think this is biased because when I looked at the
facebook page, there was a message from Annas mother
saying that the school had been very helpful throughout this
entire process.

In the middle of the story they

that I found impactful becaus
and how unfair it was.

Using your other historical sources, summarize what other

authors or piece of evidence say about this issue/event/topic:

Using your other historical so

evidence say about this issue/

Because of this article, senato

assault.

I think the above quote is biased because when I looked at the

Facebook page, there was a message from Annas mother
saying that the school had been very helpful throughout this
entire process.

Type of Source: __College response___________ Title: _____Information regarding New York Times
story___
Authors Name: _HWS college______________________ Date published/written: __July 13,
2014______________
Historical Reading Skills
Question
Question
Sourcing (Before Reading)
2. This author probably believes
2. Why was this piece wr
The media is overreacting, and they were not represented well
writing?
in the NYT article.
This piece was written in resp
were misrepresented.
Sourcing (Before Reading)
5. Based on this sourcing information, I predict this
6. I do/dont trust (or b

Contextualization

author will
Make a case for why they should still be a reputable college,
despite how huge this rape case is getting.
4. I already know that ____ is happening at this time
(describe as many relevant political/social events as
possible):
The movement to improve the justice system in schools,
especially with rape in colleges because this is a huge ongoing
issue.

This is going to be very biase

think they will make good po
5. From this document
feeling

The people are most likely fe

freshmen student in favor of s

Contextualization
6.

What things were different back then? What things

were the same? (relevant to the source and topic)
Things have changed slightly because now some senators are
trying to pass a bill to improve the campus rape situation.
Close Reading

Corroboration

3.

What major claims does the author make?

The colleges have adjudicated seven students because of

situations like this
They encourage reporting to the police as well and will work
with them willingly.
The victims have the right to make their own decisions about
everything and they will be accommodated by the school.
Choose one piece of evidence that you find particularly shaky
or biased and summarize that here:
The colleges say they welcome the idea of sexual assault
complaints being heard by a higher education disciplinary
panel.
Using your other historical sources, summarize what other
authors or piece of evidence say about this issue/event/topic:
I find this shaky because the whole case seems to be against
the victim instead of for, and when you look at the history of
cases like this, most colleges seem to be injured by the amount
of rape cases and how little they are doing about them.

4.

The author is trying

using/saying)____
significant evidence
They are trying to convince m
can by telling me about differ
up to maximize knowledge ab

Choose one piece of evidence

and summarize that here:
They mention the law that the
procedure that they are requir

Using your other historical so

evidence say about this issue/

I think this is strong because

these cases seemingly going a
they are doing what is require

SECTION #4
The New York Times: Dabbling in Dishonesty
On July 12, 2014, The New York Times posted an article about a Hobart and
William Smith students alleged rape, causing an uproar that would last for months.
Anna, a student at Hobart and William Smith, was allegedly raped only three weeks
into her freshman year. The Times article, by Walt Bogdanich, accuses the college of
minimal action, even going as far to say the school tried to cover up the entire scandal
(Bogdanich).
I was not surprised when I first read this article this summer, because college rape
cases like this have all too often been in the media spotlight as of late. Despite how
common this appears to be, there seemed to be inaccuracies and a controversy
surrounding this article. Though the New York Times is one of the most reputable
newspapers in our country, this article showed signs of the assumptions and dishonest
reporting that is taking over journalism.
As often happens with incidents such as this, the victims family and friends start
support groups. In Annas support group on Facebook, HWS Community for Change
Stands with Anna, I encountered a letter from Annas mother to the supporters. It reads:
Please post this statement:
From Annas mother:
Since the New York Times article there have been many inaccurate
statements put out by various media. There is one issue that I would like to
make clear.

Hobart and William Smith Campus Safety did an incredible job last year
of investigating, protecting, and supporting Anna. At this point, I have
nothing but gratitude and respect for Marty Corbett and Chris Beattie. One
campus safety officer in particular was the most supportive, Anthony
Pluretti, and I cannot thank him enough. I believe these people have much
to offer students at HWS as they move forward. At no time did we feel
these officers were more worried about their reputations or the statistics of
the school their priority was Anna and her safety. For me, they are a role
model of how to respond to sexual assault.
This source in addition to the D.A.s statement give a strong reason why we are
able to say the New York Times got it wrong. This is a direct message from Annas mother
arguing against what the article said, and saying the school and the police department
have done all they can to make this easier for Anna.
In the D.A.s statement, D.A. Mike Tantillo suggested that the New York Times
simply chose the wrong case on which to report. In Sean Carrolls article The New York
Times got it wrong, Tantillo goes on to explain how the evidence suggests this case of
rape may actually be consensual sex. The victim had a couple chances to back out, but
she instead decided to stay with the man accused of being the rapist. Mike Tantillo
comments on this in the article, saying,
She actually was quoted as telling a friend of hers that she was going with this
other suspect because he wants to have sex with her...I mean, there's a lot of
evidence in this case that was not referenced at all in the New York Times article.
Essentially all of the evidence that would indicate this was a consensual act was
omitted from the article (D.A.:).
This raised the question: What was the New York Times thinking? There are many
pieces of evidence in this case that the Times ignored. As a reporter, I am appalled by the
journalism that has gone into this article. The New York Times is a reputable magazine,
and it is a disappointment to see their reporters inaccurately reporting on such a sensitive
case such as this. The evidence for this case is actually disagreeing with most of the facts
in story the Times published.
The District Attorney Mike Tantillo continues to write, I have other documents
as well, including Geneva city police reports. I reviewed them all several times and, in
all honesty, this is not a close case. There is nothing to indicate this is anything other
than a consensual encounter. As much as it pains me to say, there are many other cases
they could have reported on that would not have incited such a controversy.
One piece of evidence I found particularly disturbing was the letter the school
allegedly sent out to the student body. If something like this happens on campus, it is
often protocol to send out an email to the school about what happened, so everyone is
aware. However, this letter was done a little differently. According to Anna, the letter
was sent out to dozens of students and contained her full name, and she was quoted in

the New York Times article as sarcastically saying, Im surprised they didnt attach my
picture.
Annas alleged rape case was difficult for me to research as a college-bound
woman, but looking at rape cases unrelated to this one was even harder. To get a better
idea of what kind of story the New York Times was trying to portray, I read up on other
college campus rape cases.
One case where this happened was covered in a Rolling Stones article titled, A
Rape on Campus: A Brutal Assault and Struggle for Justice at UVA. Erdely explicitly
detailed a rape case at University of Virginia. Erdely covered not only the details of the
rape, but also the ensuing trauma experienced by the rape victim, a freshman girl named
Jackie (Erdely).
A story like this is what the aforementioned Times article must have been trying to
tell; it just happened to backfire. By inaccurately telling the facts of this case, the Times
sparked a controversy and brought a newfound scrutiny down on journalism.
UVA has a reputation of doing nothing to protect the victims in situations like
Jackie. Even worse, in Jackies case, university officials even tried to cover it up to
preserve their image. Contrary to UVA, Hobart and William Smith does not have the
same reputation of frequent rape accusations and thus has not felt the same pressure to
cover it up to protect its image as a safe campus. Based on what Annas mother said in
her message and statement the District Attorney made, I dont think Anna was the one
blaming the school. This would mean that the story about the school doing nothing to
help her is completely false, and so this brings up another question. Did the New York
Times intentionally make up facts like this? Why didnt they move on from this case
once they realized it was not the right type of story?
Since the questions brought up are all about the motives of the newspaper, they
most likely will not be answered, so at this point, all we can do is wonder at their
incentives to write an article with such a sensitive subject, and with so much evidence
pointing the other way.

SECTION #5

Why did the New York Times decide to report on this specific case? All they
gained was trouble and there are plenty of other cases that would be much more
accurate.

How did Male Dominance truly start? Why did it fall on white men? Where did it
come from and what caused it? Is this the root of rape?

How do Anthropologists approach these kinds of issues? How are they analyzed?

What was the New York Times incentive to deceive the public? Where did the
reporting go wrong?
SECTION #6

Bogdanich, Walt. "Reporting Rape, and Wishing She Hadnt." The New York Times. The
New York Times, 12 July 2014. Web. 23 Dec. 2014.
"D.A.: The New York Times Got It Wrong." Search Results. N.p., n.d. Web. 27 Dec. 2014.
HWS: New York Times. HWS: New York Times. Hobart and William Smith, n.d. Web. 27
Dec. 2014.
"HWS Students React to Times Article." Rochester Homepage. N.p., n.d. Web. 26 Dec.
2014.
Leacock, Eleanor Burke. Myths of Male Dominance: Collected Articles on Women Crossculturally. New York: Monthly Review, 1981. Print.

"Rape on Campus: Annas Trauma." The New York Times. The New York Times, 15 July
2014. Web. 27 Dec. 2014.
Speak. Dir. Jessica Sharzer. Perf. Kristen Stewart. Showtime Networks, 2004. DVD.