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.
Formulate the research problem that you would want to address linking it to the overall topic.
Outline the problem(s) you might want to address. Provide a brief outline of your specific research problem and how you aim to
address it (references required for information presented)
in a paragraph write the above and include references
1 answer
Research Problem
The primary research problem this study aims to address is the pervasive nature of gender-based violence (GBV) on university campuses in South Africa, exacerbated by the intersectionality of various identities, including gender, race, and socioeconomic status. Despite the troubling prevalence of GBV and its detrimental impacts on student mental health, academic performance, and overall campus safety (Fisher et al., 2019; McMahon et al., 2020), existing literature lacks a comprehensive understanding of how these intersecting identities contribute to the unique experiences and vulnerabilities faced by students. The study seeks to fill this gap by investigating the sociocultural factors, power dynamics, and institutional responses that contribute to GBV, with a particular focus on marginalized groups (Willis et al., 2021). By employing a feminist theoretical framework, this research will not only highlight the systemic roots of GBV but also inform the development of targeted, culturally appropriate policies and interventions that empower affected individuals and promote a safer academic environment (Connell, 2005; DeGraff, 2018). Ultimately, the aim is to provide actionable insights that can assist educational institutions in creating more equitable and supportive atmospheres for all students while aligning with global efforts to eradicate gender-based violence and promote human rights (United Nations, 2015).
