The researcher used open-ended interview questions to assess sexual harassment among university students. Alcohol and drug use, dress code and age and level of study were significant contributing factors to sexual harassment.
Introduction
Background of the Study
In addition, Skye and Easteal (2013) state that the problem of sexual harassment is widespread in Egypt. A survey found that 50% of students believe sexual harassment is common on UK university campuses (Rademakers et al, 2008).
Problem Statement
However, Hill and Silva (2005) state that empirical evidence has shown the opposite, with lesbian, gay, bisexual and transgender students being more likely to be harassed in many provinces in South Africa. Lesbian, gay, bisexual or transgender (LGBT) students experience sexual harassment more often than heterosexual students; being disturbed by experiences of sexual harassment; and feel self-conscious, angry, less confident, scared, or frustrated about their college experience.
Aim of the Study
Specific Objectives of the Study
Critical Research Questions
Significance of the Study
Delimitation of the Study
Definition of Operational Terms
Chapter Divisions
The first chapter contains the introduction, background of the study, statement of the problem, specific objectives of the study, critical research questions, hypotheses, significance of the study, delimitation of the study and definition of operational terms. This includes research approach and study design, study population and location, sampling procedures, data collection and analysis procedures, and ethical considerations.
Literature Review
Introduction
Models of Sexual Harassment
- Natural/Biological Model
- Organizational Model
- Socio-Cultural Model
- Situational Individual Model
- Four-Factor Model
One situational variable that has been shown to prevent sexual harassment is the existence of explicit grievance procedures within the organization (O'Donohue, Down, and Yeater 1998). One study found that women who are more familiar with grievance procedures in their workplace are less likely to experience sexual harassment (Anju, 2015).
Types of Sexual Harassment
- Gender Harassment
- Seductive Behavior
- Sexual Bribery
- Sexual Coercion
- Sexual Imposition
This view is likely to underestimate the actual number of men who are likely to be victims of sexual harassment globally (Abiodun, 2012). This type of sexual harassment is evident in universities and colleges among students and faculty staff.
Perceptions of Students On Sexual Harassment
Verbal Sexual Harassment
However, sexual harassment is offensive whether by women or men; it still produces negative effects on the victim (Beninger, 2013). Similarly, Frebs et al (2007), reported that 53% of male professors experienced at least one sexually harassing behavior from female students. From the above, subtle, verbal/psychological harassment and sexual harassment when committed by women against men can be difficult to prove especially since they often leave no injury to the victim.
It is common to hear male students and boys off campus hurling sexual slurs at female students (Brousseau et al, 2012). As a result, other students and boys outside the campus may imitate this behavior and display verbal harassment against female students (Jones, Boocock, & Under-Hill, 2013). In general, women reported experiencing more incidents of verbal sexual harassment than men (Brousseua et al, 2012).
Visual/Non-Verbal Sexual Harassment
Physical Sexual Harassment
Jones et al (2013) reported that 54% of college students aged 18 to 24 say they have been coerced into doing something sexual other than kissing, and this figure translates to about half a million students nationwide, 71% of students saying that they have done. physically blocked, cornered, or sexually harassed translates to about one million students nationwide. Put another way, Gilmore et al (2015) argue that, on a campus of 10,000 undergraduate students, 500 students will experience some form of sexual assault while in college and about a thousand students will be blocked, cornered, or pursued in a sexual relationship. during their college life, no trivial matter for colleges and universities.
Locations Where Sexual Harassment Occurs
In other words, Gilmore et al (2015) claim that on a campus of 10,000 undergraduate students, 500 students will experience some form of sexual assault while studying, and approximately one thousand students will be blocked, cornered, or followed sexually. during student life, it is not an insignificant matter for colleges and universities. they are threatened by their classmates in authority or employees if they do not comply with a sexually oriented request. From a constitutional point of view, the rights of students who are sexually harassed are violated, which threatens their academic and psychological well-being. Accordingly, Beninger (2013) states that sexual harassment can occur anywhere in colleges by administrators, administrators, educators, school staff, students, third party service providers, visitors, and others.
In a survey of 27 universities in the United States by the Association of American Universities (AAU) of female students, 23% said they had experienced some form of unwanted sexual contact in various locations on campus, from kissing to touching to rape, which was carried out by force or threat of force or when they were incapacitated by alcohol and drugs (Cantor, Fisher and Chibnall 2015). The number of female seniors who reported any non-consensual sexual contact that was performed by force or while incapacitated was even higher than the 23% for all female students: 26% of female seniors said they had experienced it at least once in four years. years in college. At some of the nation's most elite schools, the numbers climbed even higher: 34% for women at the University of Michigan, 32% at Yale, and 29% at Harvard (Cantor, Fisher, & Chibnall, 2015).
Contributory Factors Influencing Sexual Harassment
- Prior Victimisation
- Alcohol And Drug Abuse
- Age And Year Of Study
- Residential Occupation
- Dress Code
Himelein's (1995) longitudinal study of college women found that women who had experienced sexual victimization by a dating partner before entering college were significantly more likely to be victimized during college, with prior victimization being the strongest predictor of victimization during college . In addition, freshmen and sophomore females appear to be at greater risk of being sexually assaulted than upperclassmen (Mamaru et al., (2015). Fair and Vanyur, (2011) stated that female students who lived on campus had an increased risk of sexual victimization occurring on campus due to peer to peer sexual harassment.
In another case, at the University of Cape Town in South Africa, two female students reported sexual harassment by the same male student in a residence. Studies have shown that provocative dress codes from women can attract sexual harassment or cause sexual harassment to the next person. They interpret women's verbal and nonverbal behavior as more sexually related than women intend (Prinsloo, 2006; Taiwo et al, 2014; Bennett et al, 2007).
Effectiveness Of Help Resource Use
Lack of Awareness
Unreported Incidences
Poor Confidentiality
The Effects of Sexual Harassment
- Illness From Stress and Trauma
- Isolation
- Poor Academic Performance
- Alcohol and Drug Abuse
- Depression
It is not uncommon for victims of sexual harassment to experience feelings of anger, sadness, and loneliness (Durmus, 2013). In addition, Julie (2013) reported that sexual harassment has a significant psychological effect on the academic performance of female students. Studies have shown that survivors of sexual violence are more likely to develop drug addiction and alcoholism, and are less successful in completing drug addiction treatment.
Several scholars state that sexual harassment can be very traumatic for the individual; female students may develop male phobia and experience intense anxiety, mood swings, become melancholy in the presence of men and prefer to stay indoors (Bennett, Gouws, Kritzinger, Hames & Tidimane, 2007). Silva and Hill (2005) explain that sexual assault is a form of sexual harassment that causes victims to suffer severe or chronic consequences, the same psychological consequences as rape. Victims become targets of retaliation, backlash, or victim blaming after the incident of sexual assault.
Theoretical Framework
Research Methodology
Introduction
Research Design
Research Methodology
Study Area
Population of the Study
Sampling
Sampling Method
Sampling Size
Data Collection
Data Analysis
For the purpose of this study, the data collected through the interview was analyzed using thematic analysis. The advantage of using thematic analysis is that the interpretation of the themes is supported by the data. Thematic analysis was useful in this study as it allowed the researcher to gain in-depth information from the answers given.
1. Becoming familiar with the data This is where the researcher immersed herself in the data by reading and re-reading the data in search of meanings and patterns. Search for themes Coded data were sorted into potential themes and all the coded data extracts within each identified theme were collected. Defining and naming themes Each theme has been identified to determine what it is about.
Ethical Considerations
The researcher will obtain permission to conduct the study from the Research Ethics Review Committee of the University of Venda. The researcher obtained consent from the respondents to participate in the research project and the respondents were informed of their rights. Reason for permission to participate was to allow respondents to voluntarily enter the research project and to ensure that the subjects are not exposed to risks that are greater than the profits they may achieve.
The individual has the right to decide whether or not to participate in a study without risking punishment or unfair treatment. Respondents have the right to withdraw from the study at any time, or refuse to provide information or ask for clarification about the purpose of the study. The research was conducted responsibly and no confidential data was recorded or published.
Summary
Data Preesentation And Analysis
Introduction
Biographical Information
- Educational Level of Participants
- Gender
- Sexual Orientation
Theme One: Students’ Perception Regarding Sexual Harassment
- Sub-Theme: Sexual Harassment Can Be Verbal
- Sub-Theme: Sexual Harassment Can Be Physical
- Sub-Theme: Sexual Harassment Can Be Visual
Theme Two: Awareness of The University Policy On Sexual Harassment
- Sub-Theme: Sexual Harassment Policy is not Readily Worded to the Students
- Sub-Theme: Policy Information Limited To Victims
Theme Three: Common Forms of Sexual Harassment
- Sub-Theme: Gender-Based Harassment
- Sub-Theme: Seductive Behaviour
- Sub-Theme: Sexual Bribery
- Sub-Theme: Sexual Imposition
Theme Four: Prevention through University Sexual Harassment Policy
Theme Five: Locations Where Sexual Harassment Occur
Theme Six: Contributory Factors Of Sexual Harassment
- Sub-Theme: Alcohol And Drug Abuse
- Sub-Theme: Residential Occupation
- Sub-Theme: Dress Code
Theme Seven: Effects Of Sexual Harassment On Students
- Sub-Theme: Isolation
- Sub-Theme: Illness From Stress And Trauma
- Sub-Theme: Alcohol And Drug Abuse
- Sub-Theme: Poor Academic Performance
- Sub-Theme: Depression
Theme Eight: Sexual Harassment Experiences of Different Student Groups
- Sub-Theme: Lesbian, Gay, Bisexual And Transgender
- Sub-Theme: First Year Female Students
- Sub-Theme: Male Heterosexual
Conclusion
Introduction
These conclusions and recommendations are derived from the eight themes that emerged from the discussions. It is believed that the overall objectives of the study have been achieved and the research questions have been answered based on the findings of the study discussed in chapter four.
Theme One: Students’ Perception on Sexual Harassment
- Conclusions
- Recommendations
Theme Two: Awareness of the University Sexual Harassment Policy
- Conclusions
- Recommendations
University authorities may post copies of the sexual harassment policy in every room, classroom, bathroom, and gate on campus. The university administration may launch regular education campaigns on sexual harassment prevention in each student residence each semester.
Theme Three: Common Forms of Sexual Harassment
- Conclusions
- Recommendations
Theme Four: Prevention through Sexual Harassment Policy
- Conclusions
- Recommendations
Theme Five: Locations Where Sexual Harassment Occurs
- Conclusions
Theme Six: Contributory Factors of Sexual Harassment
- Conclusions
- Recommendations
Theme Seven: Effects of Sexual Harassment on Students
- Conclusions
- Recommendations
Theme Eight: Sexual Harassment Experiences of Different Student Groups
- Conclusions
- Recommendations
During the investigation process, the researcher identified some limitations and suggests that further research should continue to assess the sexual harassment of students in universities.
Conclusion
The experience of sexual harassment in sport and education among European female sports science students. Victimization of female students at the University of Venda with specific reference to sexual harassment and rape. Addressing sexual harassment in institutions of higher education policy at a South African university.
The effectiveness of policies and procedures for sexual harassment at higher education institutions in South Africa. The role of sexual misperception of women's friendliness in an emerging theory of sexual harassment. A Study on Sexual Harassment of Women in Workplaces, Master's Thesis Department of Gender Studies: The University of Zambia.
