Question
Background and Importance
Gender-based violence (GBV) is a serious problem that persists in universities and colleges around the globe. It can take many different forms, such as emotional manipulation, intimidation, and sexual assault. The World Health Organization's most recent data from 2023 emphasizes the negative effects of GBV on students' general mental health, campus safety, and academic performance. The startlingly high incidence of GBV among universities and college students in South Africa highlights the critical need for thorough investigation to identify its underlying causes (Smith & Jones, 2023). This study looks at how different identities, including gender, race, and socioeconomic class, interact to form experiences of GBV in an effort to close gaps in the literature. Through the utilization of a multifaceted framework, the study aims to provide guidance for the creation of culturally appropriate and successful policies and intervention tactics.
Rationale for research
The imperative to address a widespread problem that jeopardizes students' safety, wellbeing, and academic achievement is the driving force behind the investigation of the variables that contribute to gender-based violence (GBV) on campuses. Campus gender violence (GBV) has reached concerning proportions, impacting students' mental health, academic performance, and retention rates, especially for underrepresented groups (Fisher et al., 2019; McMahon et al., 2020). To effectively design preventative and intervention measures, it is important to comprehend the particular elements that lead to gender-based violence (GBV), such as cultural norms, power dynamics, and institutional responses (Willis et al., 2021). Moreover, this research aligns with broader efforts to promote gender equality and human rights within educational institutions, as highlighted by the United Nations Sustainable Development Goals (United Nations, 2015). By identifying the root causes and facilitating informed dialogue, this research aims to empower stakeholders to create safer campus environments conducive to learning and personal development.
Literature Review Process
Creating successful interventions to promote safer learning environments requires an understanding of the elements that contribute to gender-based violence (GBV) on college campuses. Due diligence is necessary since the high incidence of GBV among students has serious implications for their mental, physical, and academic well-being. Investigating the interactions between personal, interpersonal, and institutional elements that worsen gender-based violence (GBV) is the goal of this study, which highlights how urgent it is to address this public health and human rights concern in educational settings. Targeted keywords such as "Gender-Based Violence," "campus safety," "sexual assault," and "student relationships" were used in a systematic review of academic databases like Google Scholar to obtain relevant literature. To guarantee a thorough grasp of the complexity of GBV, sources included government papers, peer-reviewed academic articles, and organisational publications. Through synthesising previous research, this study will highlight the need for focused policy development and customised support services aimed at minimising GBV and its effects on university and college students (Coker et al., 2011; Karjane et al., 2005; Tjaden & Thoennes, 2000).
Research Paradigm
A critical feminist paradigm will serve as the foundation for the research on gender-based violence (GBV) on campuses. With an emphasis on the experiences of women and other marginalised groups, this paradigm places a strong emphasis on comprehending the societal structures and power dynamics that support violence and inequality. It acknowledges that gender-based violence (GBV) is not just a personal problem but is intricately linked to institutional policies and sociocultural settings. An analysis of the intersections of gender, race, class, and sexuality is made possible by the critical feminist perspective, which makes it easier to comprehend GBV on campus holistically (BUNZL, M. 2017). This study is important because it can shed light on the structural problems that lead to gender-based violence (GBV) on campuses and offer practical solutions for making campuses safer and more welcoming to all students. This research is important and urgent because of the increasing prevalence of GBV on campuses, which calls for quick and thorough intervention techniques (WILSON, D. 2019; CARR, R. 2020). For institutions to create effective policies and programs designed to stop violence and assist victims, they must have a thorough understanding of the contributing elements.
Theoretical Framework
The feminist theory will serve as the main framework for this study because of its emphasis on power relations and the systemic character of gender-based violence. According to feminist theory, gender-based violence (GBV) stems from historical and systemic injustices that uphold damaging gender norms and male supremacy (Connell, 2005). Through the application of this perspective, the study can more effectively investigate the ways in which GBV is common in environments created by the intersection of campus cultures, institutional responses, and societal norms. The justification for conducting this research is its capacity to provide insights into prevention initiatives and policy that target these systemic disparities, thereby promoting safer and more equitable learning environments (DeGraff, 2018; Krug et al., 2002). By examining GBV via a feminist lens, one may ensure that solutions are based on the experiences of people who are most affected while simultaneously highlighting the need for structural reforms and empowering marginalised voices.
Problem Formulation
Concerns about student safety, mental health, and academic integrity are raised by the growing incidence of gender-based violence (GBV) on university and college campuses, especially in South Africa. The literature that is currently available, despite increased awareness, indicates a substantial knowledge vacuum about the intricate relationships that exist between identification factors—such as gender, ethnicity, and socioeconomic status—and the way that GBV manifests in these educational environments (Smith & Jones, 2023; Fisher et al., 2019). This study attempts to investigate the ways in which power dynamics, institutional reactions, and cultural norms, particularly for marginalised groups, contribute to GBV (Willis et al., 2021). If these aspects are ignored, there is a chance that victimisation will continue and that unsafe and unlearning conditions will be created. Important queries driving this research comprise: Which particular interpersonal, institutional, and cultural elements make gender-based violence on campuses worse? In what ways can many identities interact to influence students' encounters with gender-based violence? What efficient programs and regulations can be created to lessen GBV and promote a safer campus environment for everyone, especially marginalised groups? In order to inform focused interventions and policies that support the values of gender equality and human rights in educational institutions, this study will use a critical feminist framework to analyse the structural and systemic elements leading to GBV (Connell, 2005; DeGraff, 2018). The ultimate goal of this research is to enable stakeholders to establish safer learning settings, which will improve the academic performance and general well-being of students (United Nations, 2015; Coker et al., 2011)
Key questions and Objectives
Aims and Objectives
This study aims to analyse the root causes of gender-based violence (GBV) on college and university campuses in a comprehensive manner, with a focus on South Africa, where the prevalence of GBV is startlingly high (Smith & Jones, 2023). Utilising a critical feminist framework, the research aims to investigate the intricate relationship between identities such as gender, race, class, and sexual orientation and how they intersect to influence students' experiences with gender-based violence. By identifying the institutional reactions, power dynamics, and cultural norms that support this kind of violence, it seeks to provide a more complex understanding of the problem (BUNZL, M. 2017; Connell, 2005). The research objectives include:
1) to examine the impact of GBV on students' mental health, academic performance, and overall wellbeing, particularly among underrepresented groups (Fisher et al., 2019; McMahon et al., 2020); 2) to synthesize existing literature and data related to GBV on campuses to inform the development of targeted policies and intervention strategies (Coker et al., 2011; Karjane et al., 2005); and
3) to facilitate informed dialogue among stakeholders with the goal of empowering institutions to implement effective measures that foster safer and more inclusive learning environments (Willis et al., 2021). Through this research, the study aims to shed light on the critical need for structural reforms and to promote gender equality and human rights within educational institutions (United Nations, 2015).
Research questions and hypothesis
1. In what ways do racial, gender, and socioeconomic identities interact to shape how students perceive gender-based violence (GBV) on college campuses?
2. What power structures and cultural norms influence the occurrence of GBV at South African universities?
3. How do institutional reactions to GBV incidents impact the reporting habits and mental health of impacted students?
Sampling
Describe the relevant sampling technique and justify why it is appropriate 5
DESIGN AND METHODOLOGY - Data Collection
Describe the relevant data collection technique and justify why it is
appropriate 5
DESIGN AND METHODOLOGY - Data Analysis
Describe the relevant data analysis technique and justify why it is
appropriate
Gender-based violence (GBV) is a serious problem that persists in universities and colleges around the globe. It can take many different forms, such as emotional manipulation, intimidation, and sexual assault. The World Health Organization's most recent data from 2023 emphasizes the negative effects of GBV on students' general mental health, campus safety, and academic performance. The startlingly high incidence of GBV among universities and college students in South Africa highlights the critical need for thorough investigation to identify its underlying causes (Smith & Jones, 2023). This study looks at how different identities, including gender, race, and socioeconomic class, interact to form experiences of GBV in an effort to close gaps in the literature. Through the utilization of a multifaceted framework, the study aims to provide guidance for the creation of culturally appropriate and successful policies and intervention tactics.
Rationale for research
The imperative to address a widespread problem that jeopardizes students' safety, wellbeing, and academic achievement is the driving force behind the investigation of the variables that contribute to gender-based violence (GBV) on campuses. Campus gender violence (GBV) has reached concerning proportions, impacting students' mental health, academic performance, and retention rates, especially for underrepresented groups (Fisher et al., 2019; McMahon et al., 2020). To effectively design preventative and intervention measures, it is important to comprehend the particular elements that lead to gender-based violence (GBV), such as cultural norms, power dynamics, and institutional responses (Willis et al., 2021). Moreover, this research aligns with broader efforts to promote gender equality and human rights within educational institutions, as highlighted by the United Nations Sustainable Development Goals (United Nations, 2015). By identifying the root causes and facilitating informed dialogue, this research aims to empower stakeholders to create safer campus environments conducive to learning and personal development.
Literature Review Process
Creating successful interventions to promote safer learning environments requires an understanding of the elements that contribute to gender-based violence (GBV) on college campuses. Due diligence is necessary since the high incidence of GBV among students has serious implications for their mental, physical, and academic well-being. Investigating the interactions between personal, interpersonal, and institutional elements that worsen gender-based violence (GBV) is the goal of this study, which highlights how urgent it is to address this public health and human rights concern in educational settings. Targeted keywords such as "Gender-Based Violence," "campus safety," "sexual assault," and "student relationships" were used in a systematic review of academic databases like Google Scholar to obtain relevant literature. To guarantee a thorough grasp of the complexity of GBV, sources included government papers, peer-reviewed academic articles, and organisational publications. Through synthesising previous research, this study will highlight the need for focused policy development and customised support services aimed at minimising GBV and its effects on university and college students (Coker et al., 2011; Karjane et al., 2005; Tjaden & Thoennes, 2000).
Research Paradigm
A critical feminist paradigm will serve as the foundation for the research on gender-based violence (GBV) on campuses. With an emphasis on the experiences of women and other marginalised groups, this paradigm places a strong emphasis on comprehending the societal structures and power dynamics that support violence and inequality. It acknowledges that gender-based violence (GBV) is not just a personal problem but is intricately linked to institutional policies and sociocultural settings. An analysis of the intersections of gender, race, class, and sexuality is made possible by the critical feminist perspective, which makes it easier to comprehend GBV on campus holistically (BUNZL, M. 2017). This study is important because it can shed light on the structural problems that lead to gender-based violence (GBV) on campuses and offer practical solutions for making campuses safer and more welcoming to all students. This research is important and urgent because of the increasing prevalence of GBV on campuses, which calls for quick and thorough intervention techniques (WILSON, D. 2019; CARR, R. 2020). For institutions to create effective policies and programs designed to stop violence and assist victims, they must have a thorough understanding of the contributing elements.
Theoretical Framework
The feminist theory will serve as the main framework for this study because of its emphasis on power relations and the systemic character of gender-based violence. According to feminist theory, gender-based violence (GBV) stems from historical and systemic injustices that uphold damaging gender norms and male supremacy (Connell, 2005). Through the application of this perspective, the study can more effectively investigate the ways in which GBV is common in environments created by the intersection of campus cultures, institutional responses, and societal norms. The justification for conducting this research is its capacity to provide insights into prevention initiatives and policy that target these systemic disparities, thereby promoting safer and more equitable learning environments (DeGraff, 2018; Krug et al., 2002). By examining GBV via a feminist lens, one may ensure that solutions are based on the experiences of people who are most affected while simultaneously highlighting the need for structural reforms and empowering marginalised voices.
Problem Formulation
Concerns about student safety, mental health, and academic integrity are raised by the growing incidence of gender-based violence (GBV) on university and college campuses, especially in South Africa. The literature that is currently available, despite increased awareness, indicates a substantial knowledge vacuum about the intricate relationships that exist between identification factors—such as gender, ethnicity, and socioeconomic status—and the way that GBV manifests in these educational environments (Smith & Jones, 2023; Fisher et al., 2019). This study attempts to investigate the ways in which power dynamics, institutional reactions, and cultural norms, particularly for marginalised groups, contribute to GBV (Willis et al., 2021). If these aspects are ignored, there is a chance that victimisation will continue and that unsafe and unlearning conditions will be created. Important queries driving this research comprise: Which particular interpersonal, institutional, and cultural elements make gender-based violence on campuses worse? In what ways can many identities interact to influence students' encounters with gender-based violence? What efficient programs and regulations can be created to lessen GBV and promote a safer campus environment for everyone, especially marginalised groups? In order to inform focused interventions and policies that support the values of gender equality and human rights in educational institutions, this study will use a critical feminist framework to analyse the structural and systemic elements leading to GBV (Connell, 2005; DeGraff, 2018). The ultimate goal of this research is to enable stakeholders to establish safer learning settings, which will improve the academic performance and general well-being of students (United Nations, 2015; Coker et al., 2011)
Key questions and Objectives
Aims and Objectives
This study aims to analyse the root causes of gender-based violence (GBV) on college and university campuses in a comprehensive manner, with a focus on South Africa, where the prevalence of GBV is startlingly high (Smith & Jones, 2023). Utilising a critical feminist framework, the research aims to investigate the intricate relationship between identities such as gender, race, class, and sexual orientation and how they intersect to influence students' experiences with gender-based violence. By identifying the institutional reactions, power dynamics, and cultural norms that support this kind of violence, it seeks to provide a more complex understanding of the problem (BUNZL, M. 2017; Connell, 2005). The research objectives include:
1) to examine the impact of GBV on students' mental health, academic performance, and overall wellbeing, particularly among underrepresented groups (Fisher et al., 2019; McMahon et al., 2020); 2) to synthesize existing literature and data related to GBV on campuses to inform the development of targeted policies and intervention strategies (Coker et al., 2011; Karjane et al., 2005); and
3) to facilitate informed dialogue among stakeholders with the goal of empowering institutions to implement effective measures that foster safer and more inclusive learning environments (Willis et al., 2021). Through this research, the study aims to shed light on the critical need for structural reforms and to promote gender equality and human rights within educational institutions (United Nations, 2015).
Research questions and hypothesis
1. In what ways do racial, gender, and socioeconomic identities interact to shape how students perceive gender-based violence (GBV) on college campuses?
2. What power structures and cultural norms influence the occurrence of GBV at South African universities?
3. How do institutional reactions to GBV incidents impact the reporting habits and mental health of impacted students?
Sampling
Describe the relevant sampling technique and justify why it is appropriate 5
DESIGN AND METHODOLOGY - Data Collection
Describe the relevant data collection technique and justify why it is
appropriate 5
DESIGN AND METHODOLOGY - Data Analysis
Describe the relevant data analysis technique and justify why it is
appropriate
Answers
GPT-4o mini
### Sampling
**Sampling Technique: Purposive Sampling**
The proposed study will employ a purposive sampling technique to specifically select participants who have direct experience or knowledge regarding gender-based violence (GBV) on college and university campuses in South Africa. This method is strategic because it enables the research to target individuals from underrepresented groups who may be more vulnerable to GBV, such as women, LGBTQ+ students, and students from different racial and socioeconomic backgrounds.
**Justification:**
1. **Targeted Subjectivity:** Purposive sampling allows for the selection of respondents who can provide rich, detailed information on the complexities of GBV, focusing on how different identities interact and influence experiences. This is crucial for a critical feminist framework, which seeks to amplify marginalized voices and understand their specific challenges.
2. **Depth of Understanding:** By focusing on specific sub-groups within the student population, this sampling technique ensures the collection of nuanced data that may shed light on the intersections of identity (such as race, gender, and socioeconomic status) in relation to experiences of GBV.
3. **Limited Accessibility**: Many students might feel uncomfortable discussing these experiences in a general population survey. Purposive sampling can help identify those willing to engage in this significant discourse, ensuring the research captures meaningful insights.
### Design and Methodology - Data Collection
**Data Collection Technique: Semi-Structured Interviews**
The primary data collection technique for this study will be semi-structured interviews. This approach combines both open-ended questions and specific prompts that guide the conversation while allowing room for respondents to expand on their experiences and perspectives.
**Justification:**
1. **Flexibility and Depth:** Semi-structured interviews offer flexibility, allowing the researcher to probe deeper into certain topics or clarify responses. This is particularly beneficial when discussing sensitive issues like GBV, where respondents may provide unexpected insights that traditional fixed-response methods would miss.
2. **Personal Narratives:** This technique enables participants to share their personal stories and experiences related to GBV. Understanding the emotional and psychological impact is vital for capturing the full context of the issue, especially as it relates to mental health and academic performance.
3. **Informed Consent and Comfort:** By conducting semi-structured interviews, researchers can create an atmosphere of trust, providing participants the opportunity to discuss their experiences in a safe environment. Participants can control how much they disclose, which may lead to more authentic and honest responses.
### Design and Methodology - Data Analysis
**Data Analysis Technique: Thematic Analysis**
The study will utilize thematic analysis to analyze the qualitative data retrieved from the semi-structured interviews. This method involves identifying, analyzing, and reporting patterns or themes within the data.
**Justification:**
1. **Flexibility and Richness:** Thematic analysis is not tied to a specific theoretical framework, making it suitable for a study that seeks to highlight intersections of various identities in relation to GBV. It provides the flexibility to address different research questions while capturing the richness of participants' experiences.
2. **Data-Driven Insights:** This technique allows patterns to emerge from the data rather than imposing preconceived notions. It adheres to the critical feminist framework by ensuring that the analysis reflects the voices and contexts of the individuals being studied, addressing power dynamics inherent in GBV.
3. **Clarity in Reporting:** Thematic analysis facilitates clear and concise reporting of findings, allowing for effective communication of the different themes that arise around GBV on college campuses. This clarity is essential for informing policy and intervention strategies aimed at creating safer campus environments.
By incorporating purposive sampling, semi-structured interviews, and thematic analysis, this research design is well-suited to explore the complex dynamics of GBV on campus and to develop targeted responses to this pressing issue.
**Sampling Technique: Purposive Sampling**
The proposed study will employ a purposive sampling technique to specifically select participants who have direct experience or knowledge regarding gender-based violence (GBV) on college and university campuses in South Africa. This method is strategic because it enables the research to target individuals from underrepresented groups who may be more vulnerable to GBV, such as women, LGBTQ+ students, and students from different racial and socioeconomic backgrounds.
**Justification:**
1. **Targeted Subjectivity:** Purposive sampling allows for the selection of respondents who can provide rich, detailed information on the complexities of GBV, focusing on how different identities interact and influence experiences. This is crucial for a critical feminist framework, which seeks to amplify marginalized voices and understand their specific challenges.
2. **Depth of Understanding:** By focusing on specific sub-groups within the student population, this sampling technique ensures the collection of nuanced data that may shed light on the intersections of identity (such as race, gender, and socioeconomic status) in relation to experiences of GBV.
3. **Limited Accessibility**: Many students might feel uncomfortable discussing these experiences in a general population survey. Purposive sampling can help identify those willing to engage in this significant discourse, ensuring the research captures meaningful insights.
### Design and Methodology - Data Collection
**Data Collection Technique: Semi-Structured Interviews**
The primary data collection technique for this study will be semi-structured interviews. This approach combines both open-ended questions and specific prompts that guide the conversation while allowing room for respondents to expand on their experiences and perspectives.
**Justification:**
1. **Flexibility and Depth:** Semi-structured interviews offer flexibility, allowing the researcher to probe deeper into certain topics or clarify responses. This is particularly beneficial when discussing sensitive issues like GBV, where respondents may provide unexpected insights that traditional fixed-response methods would miss.
2. **Personal Narratives:** This technique enables participants to share their personal stories and experiences related to GBV. Understanding the emotional and psychological impact is vital for capturing the full context of the issue, especially as it relates to mental health and academic performance.
3. **Informed Consent and Comfort:** By conducting semi-structured interviews, researchers can create an atmosphere of trust, providing participants the opportunity to discuss their experiences in a safe environment. Participants can control how much they disclose, which may lead to more authentic and honest responses.
### Design and Methodology - Data Analysis
**Data Analysis Technique: Thematic Analysis**
The study will utilize thematic analysis to analyze the qualitative data retrieved from the semi-structured interviews. This method involves identifying, analyzing, and reporting patterns or themes within the data.
**Justification:**
1. **Flexibility and Richness:** Thematic analysis is not tied to a specific theoretical framework, making it suitable for a study that seeks to highlight intersections of various identities in relation to GBV. It provides the flexibility to address different research questions while capturing the richness of participants' experiences.
2. **Data-Driven Insights:** This technique allows patterns to emerge from the data rather than imposing preconceived notions. It adheres to the critical feminist framework by ensuring that the analysis reflects the voices and contexts of the individuals being studied, addressing power dynamics inherent in GBV.
3. **Clarity in Reporting:** Thematic analysis facilitates clear and concise reporting of findings, allowing for effective communication of the different themes that arise around GBV on college campuses. This clarity is essential for informing policy and intervention strategies aimed at creating safer campus environments.
By incorporating purposive sampling, semi-structured interviews, and thematic analysis, this research design is well-suited to explore the complex dynamics of GBV on campus and to develop targeted responses to this pressing issue.