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
TITLE
Should link with the overall research topic and clearly indicate the subject
and factors that you would consider in such a research study
1 answer
Title: "Intersecting Identities and Power Dynamics: A Critical Feminist Exploration of Gender-Based Violence on South African University Campuses"
This title reflects the primary focus of the research on gender-based violence (GBV) within the context of South African higher education institutions. It emphasizes the consideration of various intersecting identities—such as gender, race, class, and sexual orientation—while also highlighting the importance of power dynamics in understanding and addressing the root causes of GBV. By framing the study within a critical feminist perspective, the title signals a commitment to examining the structural factors that perpetuate violence and inequality, as well as the need for effective solutions tailored to marginalized groups.
