Sexual Harassment and Psychological Consequence among Students in Higher Education Institution in Osun State, Nigeria

Abstract

This study investigated the occurrence of sexual harassment and its psychological implication among students in five higher education Institutions in South West, Nigeria. A total number of 2500 (M=1221, F=1279) students selected through systematic sampling participated in across-sectional survey that used semi-structured, self-administered questionnaire in September 2012. Respondents’ average age is 22 years with high knowledge and awareness of incidences of sexual harassment (97%) that fails to translate into behaviour change, as sexual harassment continues unchecked. Significant trend of sexual harassment occurrence is from a male lecturer to a female student (98.8%). Poverty and negative peer influence are also key drivers of sexual harassment in higher educational institutions. Fear and trauma were rated highest as the psychological consequences of sexual harassment on the victims. This phenomenon has grave implication both for the individuals, higher education institutions and the labour market in Nigeria. Hence, the need to develop sustainable systems and structures for redress through development of anti-sexual harassment policies, well-equipped security unit, establishment of telephone hotlines and well trained school counselors to effectively handle cases of sexual harassment and secure justice for the victims

 

TABLE CONTENTS

Title Page———i

Certification——–ii

Dedication———iii

Acknowledgement——-iv

Abstract ———vi

Table of Content——–vii

 

Chapter One

1.0 Introduction ——-1

1.1 Statement of Problem——4

1.2 Purpose of the Study——5

1.3 Significance of Study——8

1.4 Limitation——–9

1.5 Scope of Study——-11

 

Chapter Two

2.0 Review of Related Literature —-12

2.6 Summary of Literature Review—- 19

 

Chapter Three

3.0 Research Methodology and Procedure—22

3.1 Population ——–22

3.2 Sample and Sampling Technique—-22

3.3 Validation of the Instrument —-23

3.4 Reliability of the Instrument —–23

3.5 Data Analysis——-23

 

Chapter Four

4.0 Presentation and Discussion of Result—24

4.1 Analysis and interpretaion of Data—25

4.2 Discussion of Results——38

 

Chapter Five

5.0. Summary, Conclusion, and Recommendation  –40

5.1 Summary——–40

5.2 Conclusion——–41

5.3 Recommendation——42

References ———45

Appendix 1——–47

Appendix ———50

 

Introduction

 

In every human society where there is interaction between opposite sex, some levels of sexual attraction is expected. When this occurs, mutual interest and reciprocal response defines a civilized and socially acceptable sexual behaviour. However, the increasing manifestation of social vices in higher institutions in Nigeria can be attributed to the poor quality of graduates being produced. One of such is sexual harassment that has continued to attract the attention of researchers and the media as a common phenomenon in the Higher education Institutions. This abnormal, antisocial behaviour has been accepted as a norm within the higher education institutions Nigeria and overseas. Previous studies on this subject have provided various definitions of sexual harassment. Sexualharassment is definedas unsolicited, unwelcome and unreciprocated sexual overture from a person to elicit unwanted sexual relations from another person[2]. This includes any inappropriate sexual overture, subtle and unsubtle persistent behaviour, assault and actual sexual abuse that may be expressed physically, verbally or non-verbally, usually from someonewith a higher power or at a vantage position to less a privileged person. Sexualharassment in schools has also been described as an unwelcome behavior of a sexual nature that makes you feel uncomfortable, fearful or powerless, and interferes with your schoolwork[12].Sexual harassment is a global issue that has permeated the fabrics of higher education institutions and many workplaces as long as humans (males and females) have reasons to interact. Sexual harassment in universities and other higher education institutions is not limited to Africa[10]. Asa global challenge, sexual harassment deservesto be mainstreamed into academic curriculum, particularly for reducing vulnerability among students and increasing access to restorative care of victims. Universities in Ghana and Tanzania have already integrated sexual harassment into course modules on Gender, Power and Sex to address the challenge ofmale lecturers demanding sex from female students in exchange for grades as a right.A study among psychology students in the US revealed a higher prevalence of sexual harassment and unethical intimacy between postgraduate students and their supervisors than undergraduate students due to frequent face-to-face interaction when seeking advice on their research studies[8]. Higher education institutions in Nigeria are not left out of this saga, for instance, it has been affirmed that, in Nigeria sex for grades in the tertiary institutions is a reality and the male lecturers in particular, perceived themselves as thin gods and such unprofessional behaviour can be perpetuated unchecked[6, 9]. A similar study[1] reported a high prevalence of sexual harassment both in the education institution and in the workplace. Sexual harassment takes on various trends and nature, but most importantly, it emanates from unequal power relation that is also associated with gender based violence and violation of human rights. In most cases, the harasser is usually older, powerful and poses something of value that is beneficial to the harassed[14].The trend of occurrence was reported totake several forms: from male lecturer to female student, from male students to female students, from male lecturers to female lecturers and non-academic staff and so on. In most cases, female students are most at risk as victims while the male lecturers are more likely to be the perpetuators[3]. This trend presents an amazing and disturbing scene in an environment that is often believed to be a center of excellence for molding and developing virile leadership skills, high moral qualities and intellectual capacityfor human capital for future leadership.A number of factors have been enumerated as motivation for perpetuation of sexual harassment to include: lust, pursuit of happiness, lack of norm of morality, lack of conscience, pursuit of pleasure, lack of temperance, passion, habit, value, personality disorder, inferiority complex, immaturity, cheapness, abuse of power, and suffering from demonology [11]. In addition, indecent dressing pattern among female students who almost go naked in their appearance can also be driving factors for continued incidence of sexual harassment. Many female students are so morally bankrupt that they rely absolutely on their womanhood for high grades without due preparation.

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