THE LIVED EXPERIENCE OF SEXUALLY HARASSED STUDENTS IN OSUN STATE
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Sexual harassment is a component of gender-based discrimination that indicates unequal power relations and affects students’ psychological and physical well-being and academic achievement. This study assessed students’ lived experiences of sexual harassment in Osun State.
This cross-sectional descriptive study incorporated a whole population sampling of second and third-year female students to respond to a pre-tested questionnaire uploaded on Google Forms. The data were vetted for appropriateness, cleaned in Microsoft Excel, and transferred to IBM Statistical Package for Social Sciences for analysis into descriptive statistics and chi- square tests of associations.
The study indicated that women (66%) had previously had sex before admission into college and perceived that they were at risk of sexual harassment (43.0%). It was statistically significant that the student’s level of education was associated with the experience of being sexually harassed (χ2 = 10.950, p-value <0.00) and the perception that sexual harassment was a problem among students (χ2 = 13.376, p-value <0.01). The nature of the female students’ marital relationships was statistically significant (χ2 = 11.209, p-value<0.02) to the perception of sexual harassment as a problem in the college.
Female students must have adequate education on the sexual harassment policy of the institution and measures put in place to identify and provide appropriate sanctions to issues of sexual harassment at the college education level.
TABLE OF CONTENTS
COVER PAGE
TITLE PAGE
APPROVAL PAGE
DEDICATION
ACKNOWELDGEMENT
ABSTRACT
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
- STATEMENT OF THE PROBLEM
- AIM AND OBJECTIVES OF THE STUDY
- RESEARCH HYPOTHESES
- SIGNIFICANCE OF THE STUDY
- SIGNIFICANCE OF THE STUDY
- SCOPE OF THE STUDY
- LIMITATION OF THE STUDY
- DEFINITION OF TERMS
CHAPTER TWO
LITERATURE REVIEW
- CONCEPTUAL REVIEW
- THEORETICAL REVIEW
- EMPIRICAL REVIEW OF THE STUDY
CHAPTER THREE
3.0 METHODOLOGY
3.1 RESEARCH DESIGN
3.2 POPULATION AND SAMPLING
3.3 DATA COLLECTION AND ANALYSIS
3.4 STATISTICAL ANALYSIS
CHAPTER FOUR
- PRESENTATION OF RESULT
- DISCUSSION
CHAPTER FIVE
- CONCLUSION
- RECOMMENDATION
REFERENCES
CHAPTER ONE
1.0 INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Sexual harassment in educational institutions is an unfortunate part of the educational experience and is not a new phenomenon in tertiary education worldwide (Bezabeh et al., 2016). Sexual harassment is a form of sex discrimination that involves sexual propositions or requests for sexual favoritism and other verbal and physical contacts of a sexual nature (Bezabeh et al., 2016). Sexual harassment is also a component of gender-based discrimination that indicates unequal power relations between men and women (Bezabeh et al., 2016). Sexual harassment affects students’ psychological and physical well-being and academic achievement (Kayuni et al., 2019) and includes sexual violence, which consists of sexual acts perpetrated against a person’s will or without a person’s consent (Taiwo et al., 2014). The phenomenon causes the victims irritation, frustration, anxiety, stress, and trauma. The negative academic consequences are that students avoid school, experience low academic performance, have diminished interest in education or co-curricular activities, and have insufficient dedication to academic life (Taiwo et al., 2014). Yet, sexual harassment policies in schools are not comprehensive (Connolly et al., 2015). Inadequate sexual policies have resulted from the limited focus of education authorities on this subject area, and the overall level of influence of has not been assessed adequately in Ghana’s colleges of education. In educational settings, sexual harassment involves unwelcome sexual advances or propositions that intend to interfere with academic performance or create an intimidating and hostile academic environment against the victims (Connolly et al., 2015). Sexual harassment lacks universality in description and quantification in educational institutions (Bryant-Davis et al., 2019). It was also described as an unwelcomed sexual advance, requests for sexual favors, and other verbal or physical conduct of a sexual nature (Bryant-Davis et al., 2019). The concept is said to occur when any of the following is accurate: (1) such conduct is either explicitly or implicitly a term or condition of a person’s employment or academic advancement; (2) there is the rejection of sexual advances or conduct by an individual as the basis for employment decisions or ac- ademic decisions affecting the person; (3) such conduct has the purpose or effect of unreasonably interfering with a person’s work or academic performance or creating an intimidating, hostile, or offensive working, learning or social environment (Bryant-Davis et al., 2019).
Sexual harassment can occur everywhere on campus, including the classrooms, libraries, and academic and administrative staff offices (Bryant-Davis et al., 2019). A survey by the Association of American Universities identified that 11.7% of students across 27 universities reported experiencing some form of non-consensual sexual contact by physical force and threats of physical force (Bryant-Davis et al., 2019).
In Osun State, both the traditional and contra-power forms of sexual harassment are prevalent in public universities and professional institutions (Hill et al., 2015). Sexual harassment in these institutions was tolerated because most victims engage in transactional sex with male professors for academic grades or financial assistance to pay school fees. This challenge is gender deferential on how the harassment occurs, as women are 61% more likely than men (39%) to be sexually harassed in schools in Osun State (Hill et al., 2015).
Policymakers and law enforcement officers have ignored mainly sexual harassment in education. Where it has been addressed, the focus has been on peer-on-peer sexual harassment (Hill et al., 2015), even though more than one-third of female college students do not tell anyone about their experiences with sexual harassment (Hill et al., 2015). Female students offer a range of reasons they do not report incidents, including fear of embarrassment, guilt about their behavior, skepticism that anyone can or will help, and not knowing whom to contact at the school and/or the experience was not severe or “not a big deal” (Hunt et al., 2017). The case of female students’ sexual harassment is further worsened by the increasing burden brought about by the patriarchal nature of Nigerian societies where female girl child education is still underdeveloped (Hunt et al., 2017). Studies on this subject area are also limited and have not focused on female students in college education, especially in Osun State. Regardless of this seeming neglect or fear of discussing this subject matter, it is a canker that most students suffer. This study aimed to assess students’ experiences of sexual harassment in College of Education in Osun State.
1.2 STATEMENT OF THE PROBLEM
Nigeria tertiary institutions have gained notoriety as bastions of untoward sexual activities. Sexual harassment in the institutions is so pervasive that no tertiary institution seems to be exempted; from universities, to polytechnics to colleges of education including the religious institutions, even though these issues are being addressed slowly. Sexually abused/harassed persons do not remain the same after each episode; the individuals may suffer a number of psychological effects ranging from irritation and frustration to anxiety, stress, and trauma (Taiwo et al., 2014).
Ohlheiser (2018) found that sexually harassed women had lower life satisfaction, poorer mental health, and more symptoms of Post-traumatic Stress Disorders (PTSD) than other women who are free from sexual harassment. Depending on the situation, a victim may experience extreme psychological damage, loss of social control mechanisms, stress and humiliation. Some of the psychological and health effects that can also occur in someone who has been sexually harassed are: depression, anxiety and/or panic attacks, sleeplessness and/or nightmares, shame and guilt, difficulty concentrating, headaches, fatigue, feeling betrayed and/or violated, and angry or violent towards the perpetrator. There have been studies that have identified particular characteristics of sexual harassment victims (particularly students) in terms of risk factors and vulnerability issues. However, to date, there have been a few systematic studies of these characteristics, especially in terms of psycho-physiological consequences of sexual harassment.
There has always been the erroneous belief that females are the only victims of harassment, although men are overwhelmingly responsible for sexual harassment against women (Illies et al., 2013) but research also suggests that males are also victims of sexual harassment, including harassment by men towards other men and by women towards men or other women. However, these forms of sexual harassment have also received relatively little attention (Utkina et al., 2022). There has also been less theoretical and empirical attention paid to potential differential effects of sexual harassment from different perpetrators (Utkina et al., 2022). Little is known about the characteristics and motivation of harassers and therefore little is known about how to prevent harassment. These omissions and paucity of literature in this area are the gaps in knowledge, which this study aims to fill. This paper therefore empirically examined the incidents, prevalence and psycho-physiological implications of sexual harassment in some selected Nigerian tertiary institutions in metropolis.
1.3 OBJECTIVES OF THE STUDY
- To empirically ascertain the nature and pattern of sexual harassment experienced by adolescents and young adults in schools
- To estimate the incidence and prevalence of lived experienced sexual harassments among adolescents and young adults in schools
- To examine the relationship between lived experienced sexual harassment and psycho- physiological disorders among adolescents and young adults in schools.
- To investigate influence of media of sexual harassment on psycho-physiological functioning of sexually harassed victims.
- To ascertain the veracity of the prevailing belief that female victims of sexual harassment will report significant negative psycho-physiological disorders.
1.4 RESEARCH HYPOTHESES
- Female participants will report more of Public/Street harassment compared to their male counterpart who will report more of private/domineering/territorial harassment.
- Sexually harassed female will report more incidents of Sexual Coercion/Threats, Subjective Objectification and Touching/Intrusion into Private Life, while their male counterpart will report more Offensive Display of Sexual Advances, Subjective Objectification/Touching and Invasion of Personal Space.
- Sexually harassed male will report more incidents of Offensive Display of Sexual Advances, Subjective Objectification and Touching and Invasion of Personal Space compared to their female counterpart
- There will be a significant positive relationship between sexual harassment and psycho- physiological disorders among adolescents and young adults in schools.
- Female victims of predatory, dominance and territorial harassers will report significant negative psycho-physiological disorders compared to their male counterparts
1.4 SIGNIFICANCE OF THE STUDY
This study will serve as a means of providing information on sexual harassment in academic settings and explores the lived experiences of victims, including how they cope with their daily lives.
The study will serve as a means of providing information that can be used to educate and raise awareness about sexual harassment in Ogun State.
Apart from students of this institution, this study is also important to everyone in society, including children, as it aims to deepen understanding of sexual harassment and its impact. Additionally, it will provide practical information on how individuals can protect themselves and support others in their communities. By highlighting these issues, the research aims to foster a safer and more informed society.
1.5 SCOPE OF THE STUDY
The scope of this study covers examining the experiences of victims of sexual harassment within these institutions in Ogun State.
The research sample will be drawn primarily from universities in Ogun State. Victims of sexual harassment will be invited to share their experiences. Counseling centers and student organizations may also be utilized as resources for connecting with students who have experienced sexual harassment in Osun State.
1.6 LIMITATION OF THE STUDY
The problem encountered by the researcher is that of finance, lack of related literatures on personnel management and insufficient time allowed to carry out the research work.
1.7 DEFINITION OF THE TERMS
1. Academic Performance: Academic performance refers to a student's achievements, progress, and success in their educational pursuits. such as grades. test scores. participation, and overall learning outcomes
2. Lived Experience: This term refers to the personal, subjective, and unique experiences that individuals go thoughts, emotions, perceptions, and interactions with the world around them.
3. Sexual Harassment: Refers to any unwelcome sexual behavior, advances, comments, or actions that create a hostile or intimidating environment for an individual.it can include verbal, non verbal, or physical conduct of sexual nature.
6. Students: is an individual who is actively engaged in learning, typically within an educational institution such as school, college, or university. Students pursue education to acquire knowledge, skills, and qualifications in various subjects or fields of study. The term “student “is commonly used to refer to someone who is enrolled in an academic program, actively attending classes, and working towards the completion of their education.
CHAPTER FIVE
5.1 CONCLUSIONS
It was shown that even though the school has a sexual harassment policy, female students cannot be described as having adequate education on the policy and hence could not describe their knowledge of the policy to be acceptable. Also, the female students identified issues of sexual harassment in the college as a significant problem, and a good proportion indicated they had a higher risk of experiencing sexual harassment in the future. The college authorities must institute measures to ensure that students receive adequate and appropriate education on the sexual harassment policy, with the institutionalization of continuous education and resolutions of sexual harassment issues a constant activity in the college. It is also crucial that those engaged in sexual harassment receive the appropriate sanctions to deter offenders and repose confidence in implementing the policy.
5.2 RECOMMENDATION
This study concludes that sexual harassment is prevalent in institutions of higher learning in Nigeria, especially in public universities. Despite this, sexual harassment is underreported and has far-reaching adverse consequences for the victims. However, in as much as indecent dressing should not be encouraged in institutions of higher learning in Nigeria, the Nigerian government and legal authorities must ensure that those found culpable of the act should not go without being punished. All hands must be on deck to ensure that this social problem in Nigeria’s institutions of higher learning is drastically reduced.
Further research is required to test effective means of improving students’ knowledge of identifying at-risk situations and the appropriate therapy for victims. School authorities must also ensure that the sexual harassment policy is effective in preventing, detecting, controlling, and meting out effective punishment of offenders.
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