Understanding Sexual Harassment

Introduction to Sexual Harassment

• Sexual harassment is a significant public health issue that is often concealed within institutions.
• Defined as persistent, unsolicited sexual advances involving visual, physical, verbal, and non-verbal actions
• It is a stressor affecting individual performance in both organizations and academic settings.
• Catharine MacKinnon defined sexual harassment of learners, especially female learners, as a form of women abuse.
• South Africa has specific legislation through the Code of Good Practice on Handling Sexual Harassment Cases.
• The code defines sexual harassment as unwanted conduct of a sexual nature, distinguished by its potentially coercive or disruptive nature.
• Factors increasing the risk of sexual harassment include social structure, substance abuse, and ineffective policies.
• Perpetrators can be colleagues, supervisors, management, or students, and of the same/opposite gender as the victim
• Victims experience cognitive, behavioral, emotional, and physical symptoms, with long-lasting effects thus impacting families, communities, and society.

Prevalence and Impact of Sexual Harassment

• Studies in developed countries indicate that it is frequent in higher education.
• At Brown University: 6% of female students experienced attempted rape, and 3.8% experienced rape.
• Chinese University of Hong Kong: 14.9% of undergraduate females reported attempted rape, 1.4% reported rape.
• University of Malawi: 67% reported sexual harassment on campus, 12.6% reported rape.
• South Africa: 30% of female learners reported rape and sexual harassment by male learners and teachers, specifically in high schools

Study Objective

• Aims to determine the occurence of sexual harassment and victimization of students within a higher education institution in South Africa.
• The study's goal is to develop prevention and reduction strategies.

Methods

• Quantitative, cross-sectional descriptive survey design was used.
• The study was conducted in one of the higher education institutions in Limpopo province, South Africa.
• The institution had 13,693 students enrolled in 2014, offering qualifications from certificates to postgraduate degrees.
• The student population includes students from African countries like Nigeria, Zimbabwe, and Swaziland.
• The target population was on-campus students aged 18+, with a total of 2,165 bed spaces available.
• 1,176 (54.32%) bed spaces were allocated to females
• 989 (45.68%) were allocated to males
• A sample size of 338 was calculated using Slovin's formula
• Systematic sampling was used to select student room numbers (every 6th room)
• The first room was chosen using simple random sampling.
• Data was collected via questionnaires developed through a literature review and expert consultation.
• Questionnaires were in simple English to avoid ambiguity
• Participants could ask questions while completing it.
• The questionnaire’s reliability was measured using the test-retest method on a sample of 38 students
• The Cronbach Alpha correlation was 0.87, within the acceptable limit.
• Data collection occurred over 30 days, starting April 2nd, 2015
• 400 questionnaires were administered to achieve a high return rate, and 350 were collected, yielding an 87.50% return rate
• 342 questionnaires were analyzed
• Prior arrangements were made with institution counselors to address the study's sensitive nature.
• Participants were informed to not write their names or any form of identification.
• Completed questionnaires were secured and used solely for the study.
• Data was analyzed using SPSS version 23.0, and the Chi-Square test was used.
• Statistical significance was set at p < 0.05 with a 95% confidence interval.
• Ethical clearance was issued in February 2015 by the University of Venda's Ethics Committee
• Participants were informed about the study’s purpose, anonymity, confidentiality, and voluntary participation.

Results

• A total of 342 students participated; 186 (54.39%) males and 156 (46.61%) females.
• Most participants were aged 18-24 years with majority at degree level
• 185 participants (54.09%) spent up to four years at the institution.
• Most of the participants were single (97.66%)
• The majority identified with the Christian religion (99.12%).
• 17.3% of males and 25.3% of females experienced unwanted touching.
• 1.3% of males and 2.7% of females admitted to have been raped

Forms of Harassment

• Males: 17.3% experienced unwanted touching, 36.5% observed it, and 46.2% were aware of it.
• Females: 25.3% experienced, 35.5% observed, and 39.2% were aware of unwanted touching.
• 1.3% of males personally experienced rape, 10.9% had observed it, and 87.8% were aware.
• 2.7% of females had been raped, 4.3% had observed it, and 93.0% were aware.
• 12.2% of males and 18.4% of females experienced unwanted sexual advances
• 37.4% of males and 39.2% of females had observed sex-related jokes
• 16.7% of both male and female students had experienced unwanted sexual oriented text messages

Quid Pro Quo Harassment

• 10.8% of male students were coerced into sexual relations
• 10.2% of female students were coerced into sexual relationships
• 5.1% of male and 5.4% of female respondents were intimidated into unwanted sexual advances for marks
• 75.0% of males and 76.3% of females were aware of this scenario

Discussion of Key Findings

• The study indicates that both male and female students experience sexual harassment on campus
• A statistically significant gender difference was noted in rape, with female students more likely to be affected
• The study aligns with findings on sexual harassment in Ghanaian medical schools.
• The study is notable for focusing on both male and female students.
• Common forms of sexual harassment include unwanted touching, fondling, advances, sex-related jokes/insults, sexual gestures, and unwanted messages/calls
• Quid pro quo harassment, where superiors offer rewards for sexual favors, was also identified
• Females often fall prey to this type of sexual harassment

Recommendations to prevent and mitigate sexual harrasment

• All sectors should be made aware of the policy and grievance procedure with first-year students a priority.
• Clear guidelines on campus safety and facilities should be given to all students
• Regular forums of stakeholders with management should be implemented.
• The institution should clearly state its seriousness of addressing/dealing with sexual harassment.
• Regular communication about sexual harassment across campus through media is essential
• The sexual harassment policy should ensure confidentiality, anonymity, and prescribe severe punishment.

Limitations

• Generalization is difficult due to it being a case study of a university with the results vital for comparison of student's perceived occurence
• Results also act as baseline data