scholarly journals Sexual Harassment at African Higher Education Institutions

2018 ◽  
Vol 94 ◽  
pp. 4 ◽  
Author(s):  
Christine Dranzoa
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Gender Equity ◽  
Higher Education Institutions ◽  
Well Being ◽  
Good Health ◽  
Gender Based Violence ◽  
The Sustainable Development ◽  
Gender Policy ◽  
Gender Based

In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).

scholarly journals Sexual Harassment at African Higher Education Institutions

2018 ◽  
Vol 94 ◽  
pp. 4-5
Author(s):  
Christine Dranzoa
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Gender Equity ◽  
Higher Education Institutions ◽  
Well Being ◽  
Good Health ◽  
Gender Based Violence ◽  
The Sustainable Development ◽  
Gender Policy ◽  
Gender Based

In most African states, joining higher education institutions (HEIs) is, for students, an investment in their own economic progress. Yet, HEIs are sites where sexual harassment and gender-based violence (GBV) occur, increasing the vulnerability of newly enrolled female students and of women in general. A strong gender policy environment, a clear stand by senior management at HEIs, and the empowerment ofmen with respect to gender equity issues are remedies to help achieve the Sustainable Development Goals (SDGs), especially goal 3 (Good Health and Well-being), goal 4 (Quality Education), goal 5 (Gender Equality), and goal 10 (Reduced Inequality).

scholarly journals Gender Violence in the University: The Role of Higher Education Institutions in its Prevention

2021 ◽  
Author(s):  
M. Mejía Paredes ◽  
S. Veloz Miño ◽  
R. Saeteros Hernández
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Higher Education Institutions ◽  
Local Level ◽  
Gender Violence ◽  
Gender Based Violence ◽  
Palabras Clave ◽  
Gender Based ◽  
The University

Talking about gender-based violence and sexual harassment at the Ecuadorian university has been considered by many as an uncomfortable subject, and for some years it has been silenced. It is only recently that this situation has become an essential topic to investigate, so that currently several universities have struggled to explore through studies the problems of gender violence, discrimination and sexual harassment in the university context. In this sense, the present study has tried to develop a review of all the investigations that have been carried out to identify cases or situations of gender violence in universities at international, national and local level, as well as to determine the role of education institutions superior in the prevention and eradication of this problem. Keywords: gender violence, sexual harassment, university. Resumen Hablar de violencia de género y acoso sexual en la universidad ecuatoriana ha sido considerado por muchos como un tema incómodo por lo que durante algunos años ha permanecido silenciado. No es sino hace poco que esta situación se ha vuelto una temática imprescindible de investigar, por lo que actualmente varias universidades se han esforzado en explorar a través de estudios los problemas de violencia de género, discriminación y acoso sexual en el contexto universitario. En este sentido, el presente estudio ha pretendido desarrollar una revisión de todas las investigaciones que se han realizado para identificar los casos o situaciones de violencia de género en universidades a nivel internacional, nacional y local, así como determinar el rol de las instituciones de educación superior en la prevención y erradicación de esta problemática. Palabras clave: violencia de género, acoso sexual, universidad.

Gender Equity and the SDGs

2018 ◽  
Author(s):  
Elizabeth Dettori ◽  
Geeta Rao Gupta
Keyword(s):  
Gender Equity ◽  
Adolescent Girls ◽  
Well Being ◽  
Economic Resources ◽  
The Sustainable Development ◽  
Global Partnership ◽  
Development Goals ◽  
Gender Based ◽  
Health And Well Being

This chapter identifies some of the most stubborn gender-based risks and vulnerabilities girls face as a cohort from preadolescence through late adolescence across the domains of personal capabilities, security, safety, economic resources, and opportunities. It reviews progress made during the Millennium Development Goal era in improving girls’ health and well-being and looks to the role of adolescent girls in advancing the Sustainable Development Goals. The chapter concludes by recommending an approach for global partnership that is linked to national and local actions and that is centered on priority interventions that can catalyze change, at scale, for adolescent girls.

Sexual Harassment in the Academy: Harnessing the Growing Labor Movement in Higher Education to Address Sexual Harassment Against Graduate Workers

2021 ◽  
pp. 107780122110357
Author(s):  
Erin O’Callaghan ◽  
Veronica Shepp ◽  
Anne Kirkner ◽  
Katherine Lorenz
Keyword(s):  
Higher Education ◽  
United States ◽  
Sexual Harassment ◽  
Labor Movement ◽  
Structural Changes ◽  
The United States ◽  
Gender Based Violence ◽  
Wage Work ◽  
Power Differentials ◽  
Gender Based

Higher education is not immune to the epidemic of sexual harassment in the United States, particularly sexual harassment of graduate workers. This is due largely to power differentials of status and income, as academia relies on low-wage work. While the literature shows sexual harassment is prevalent across disciplines, current work to address the problem does not account for graduate worker precarity. The graduate labor movement, which addresses precarity, is beginning to tackle sexual harassment. We review how the labor and anti-gender-based violence movements in higher education should come together to prevent sexual harassment, presenting recommendations for structural changes to academia.

Legal Framework to Gender-Based Violence, Sexual and Reproductive Health Rights of Indigenous Women in Cameroon

2019 ◽  
Vol 11 (4) ◽  
pp. 371-387
Author(s):  
Patrick Ageh Agejo
Keyword(s):  
Reproductive Health ◽  
Indigenous Communities ◽  
Well Being ◽  
Good Health ◽  
Legal Framework ◽  
Indigenous Women ◽  
Gender Based Violence ◽  
The Government ◽  
Gender Based ◽  
The Right

AbstractMen and women have different health profiles which necessitate different health needs, as a result of their biology and their distinct status in society. Discrimination and harmful traditional practices in many societies in the global south further affect the reproductive health of indigenous women. The paper will highlight discrimination against women in patriarchal indigenous communities in Cameroon. The paper focuses on violations that affect women’s reproductive health. The paper will discuss these violations in light of the country’s commitment to Sustainable Development Goal No. 3 on good health and well-being and Goal No. 5 on gender equality. The paper will also highlight the national and international laws addressing the right to the reproductive health of indigenous women. It will also examine gender-sensitive interventions, legislation and policies put in place by the indigenous community and the Government of Cameroon if any. The paper will end with conclusion and suggestions/recommendations on ways to improve the reproductive health of indigenous women in Cameroon.

scholarly journals Diagnosing Norms Surrounding Sexual Harassment at a Jordanian University

2021 ◽  
Vol 6 ◽  
Author(s):  
Irina Bergenfeld ◽  
Beniamino Cislaghi ◽  
Kathryn M. Yount ◽  
Aida A. Essaid ◽  
Jude Sajdi ◽  
...  
Keyword(s):  
Sexual Harassment ◽  
Social Norms ◽  
Well Being ◽  
Bystander Intervention ◽  
Male Students ◽  
Gender Based Violence ◽  
Policies And Procedures ◽  
Increased Risk ◽  
Gender Based ◽  
Tribal Affiliation

Sexual harassment (SH) is a form of gender-based violence (GBV) that negatively impacts women’s physical, mental, social, and financial well-being. Although SH is a global phenomenon, it also is a contextualized one, with local and institutional norms influencing the ways in which harassment behavior manifests. As more women attend institutions of higher education in Jordan, these women are at increased risk of experiencing SH in university settings, with potential implications for their health and future employment. Social norms theory, which examines the informal rules governing individual behavior within groups, has been a useful framework for understanding and developing interventions against GBV globally. We sought to apply a social-norms lens to the understanding and prevention of SH at a Jordanian university. To gain a comprehensive and nuanced picture of social norms surrounding SH, we collected qualitative data using three complementary methods: focus group discussions (n = 6) with male and female students (n = 33); key informant interviews with staff and faculty (n = 5); and a public, participatory event to elicit anonymous short responses from students (n = 317). Using this data, we created a codebook incorporating social-norms components and emergent themes. As perceived by participants, SH was unacceptable yet common, characterized as a weak norm primarily because negative sanctioning of harassers was unlikely. Distal norms related to gender and tribal affiliation served to weaken further norms against SH by blaming the victim, preventing reporting, discouraging bystander intervention, and/or protecting the perpetrator. The complexity of the normative environment surrounding SH perpetration will necessitate the use of targeted, parallel approaches to change harmful norms. Strengthening weak norms against SH will require increasing the likelihood of sanctions, by revising university policies and procedures to increase accountability, increasing the acceptability of bystander intervention and reporting, and fostering tribal investment in sanctioning members who harass women. Creating dialogue that emphasizes the harmful nature of SH behaviors and safe spaces to practice positive masculinity also may be an effective strategy to change how male students interact in the presence of peers. Any social norms change intervention will need to consider the various reference groups that dictate and enforce norms surrounding SH.

scholarly journals Gender-Based Violence Specially Sexual Harassment Prevention In Higher Educational Institution

2021 ◽  
Vol 4 (2) ◽  
Keyword(s):  
Higher Education ◽  
Sexual Harassment ◽  
Social Action ◽  
Family Income ◽  
Educational Institution ◽  
The Body ◽  
Gender Inequalities ◽  
Gender Based Violence ◽  
Higher Educational ◽  
Gender Based

Masculinity is not a fixed entity embedded in the body or personality traits of an individual but rather involves configurations of practice that are accomplished in social action. Bangladesh has a strong legal framework to reduce violence against women; however, the law and reality are different. Women in this society are generally perceived as mothers and wives and not as equal working partners. So, women’s education has a significant impact on family income and development and the males in household activities are also absent and women's activities are entertaining guests, preparing food, and cooking. The deep-rooted gender inequalities and discrimination makes women helpless also in the higher education level. Sexual harassment in public universities had the highest proportion (76 percent) of women that reported ‘never telling anyone’ about their experience of harassment by friends or teachers. This research would like to find out the ways of breaking masculinity and gender-based violence in the higher educational institution, which is authorized under the relevant disciplinary rules to take action in case of misconduct. This article will also explore the protection mechanism from sexual harassment and how the right to education and work with dignity is recognized as basic human rights in higher education levels.

THE FACTORS OF CAREER SELF-DETERMINATION OF STUDENTS OF HIGHER EDUCATION INSTITUTIONS

2019 ◽  
Vol 7 (1) ◽  
pp. 9-20
Author(s):  
Inna Yeung
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Well Being ◽  
Young Person ◽  
Self Determination ◽  
Full Time ◽  
Actual Problem ◽  
The Third ◽  
The Right

Choice of profession is a social phenomenon that every person has to face in life. Numerous studies convince us that not only the well-being of a person depends on the chosen work, but also his attitude to himself and life in general, therefore, the right and timely professional choice is very important. Research about factors of career self-determination of students of higher education institutions in Ukraine shows that self-determination is an important factor in the socialization of young person, and the factors that determine students' career choices become an actual problem of nowadays. The present study involved full-time and part-time students of Institute of Philology and Mass Communications of Open International University of Human Development "Ukraine" in order to examine the factors of career self-determination of students of higher education institutions (N=189). Diagnostic factors of career self-determination of students studying in the third and fourth year were carried out using the author's questionnaire. Processing of obtained data was carried out using the Excel 2010 program; factorial and comparative analysis were applied. Results of the study showed that initial stage of career self-determination falls down on the third and fourth studying year at the university, when an image of future career and career orientations begin to form. At the same time, the content of career self-determination in this period is contradictory and uncertain, therefore, the implementation of pedagogical support of this process among students is effective.

scholarly journals Workplace gender-based violence and associated factors among university women in Enugu, South-East Nigeria: an institutional-based cross-sectional study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Olaoluwa Samson Agbaje ◽  
Chinenye Kalu Arua ◽  
Joshua Emeka Umeifekwem ◽  
Prince Christian Iheanachor Umoke ◽  
Chima Charles Igbokwe ◽  
...  
Keyword(s):  
Sexual Harassment ◽  
Employment Status ◽  
Associated Factors ◽  
Doctoral Degree ◽  
Workplace Incivility ◽  
Gender Based Violence ◽  
Cross Sectional ◽  
University Women ◽  
Contract Employment ◽  
Gender Based

Abstract Background Exposure to workplace gender-based violence (GBV) can affect women's mental and physical health and work productivity in higher educational settings. Therefore, this study aimed to examine the prevalence of GBV (workplace incivility, bullying, sexual harassment), and associated factors among Nigerian university women. Methods The study was an institutional-based cross-sectional survey. The multi-stage sampling technique was used to select 339 female staff from public and private universities in Enugu, south-east Nigeria. Data was collected using the Workplace Incivility Scale (WIS), Modified Workplace Incivility Scale (MWIS), Negative Acts Questionnaire-Revised (NAQ-R), and Sexual Experiences Questionnaire (SEQ). Descriptive statistics, independent samples t-test, Pearson’s Chi-square test, univariate ANOVA, bivariate, and multivariable logistic regression analyses were conducted at 0.05 level of significance. Results The prevalence of workplace incivility, bullying, and sexual harassment (SH) was 63.8%, 53.5%, and 40.5%. The 12-month experience of the supervisor, coworker, and instigated incivilities was 67.4%, 58.8%, and 52.8%, respectively. Also, 47.5% of the participants initiated personal bullying, 62.5% experienced work-related bullying, and 42.2% experienced physical bullying. The 12-month experience of gender harassment, unwanted sexual attention, and sexual coercion were 36.5%, 25.6%, and 26.6%, respectively. Being aged 35–49 years (AOR 0.15; 95% CI (0.06, 0.40), and ≥ 50 years (AOR 0.04; 95% CI (0.01, 0.14) were associated with workplace incivility among female staff. Having a temporary appointment (AOR 7.79, 95% CI (2.26, 26.91) and casual/contract employment status (AOR 29.93, 95% CI (4.57, 192.2) were reported to be associated with workplace bullying. Having a doctoral degree (AOR 3.57, 95% CI (1.24, 10.34), temporary appointment (AOR 91.26, 95% CI (14.27, 583.4) and casual/contract employment status (AOR 73.81, 95% CI (7.26, 750.78) were associated with workplace SH. Conclusions The prevalence of GBV was high. There is an urgent need for workplace interventions to eliminate different forms of GBV and address associated factors to reduce the adverse mental, physical, and social health outcomes among university women.

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