Research Proposal: Identifying Factors Contributing to Gender-Based Violence on Campus
Introduction
Gender-based violence (GBV) poses a significant challenge on university campuses worldwide. Understanding the factors contributing to GBV is crucial in developing effective prevention and intervention strategies. This research proposal seeks to identify and analyze the factors contributing to gender-based violence on campus, employing suitable theoretical frameworks to guide the investigation.
Theoretical Framework
1. Social Learning Theory Social Learning Theory, proposed by Albert Bandura, posits that behavior is learned through observation, imitation, and modeling (Bandura, 1977). In the context of GBV, this theory suggests that individuals may learn violent behaviors through exposure to societal norms, media, and peer behaviors. Understanding how these learned behaviors manifest on campus can provide insights into the prevalence of GBV among students.
Rationale: This framework is particularly relevant because universities serve as microcosms of society, where individuals are influenced by prevailing norms regarding gender roles and relationships. By examining how students learn and internalize attitudes toward gender and violence, this study can better understand the origins of GBV on campus.
2. Feminist Theory Feminist Theory examines the social, economic, and political inequalities that contribute to the oppression of women and marginalized genders (Tong, 2009). It asserts that GBV is rooted in systemic power imbalances and patriarchal structures. By applying this lens, the research can explore how institutional policies, cultural attitudes, and social structures reinforce GBV on campus.
Rationale: The use of Feminist Theory is essential for unpacking the complexities of GBV beyond individual behavior, allowing for a more comprehensive view of how societal factors perpetuate violence against women and marginalized groups. This understanding can inform policy recommendations aimed at dismantling these oppressive structures.
3. Ecological Model The Ecological Model, introduced by Bronfenbrenner (1979), recognizes that individual behavior is influenced by multiple interconnected systems, including individual, relational, community, and societal levels. This model can be applied to assess how various factors—such as personal experiences, peer relationships, campus culture, and societal norms—interact to contribute to GBV.
Rationale: The Ecological Model provides a holistic perspective on the problem of GBV, acknowledging that effective prevention strategies must address multiple layers of influence. This comprehensive approach is essential for identifying the root causes of GBV on campus and developing targeted interventions.
Conclusion
In this research proposal, Social Learning Theory, Feminist Theory, and the Ecological Model will guide the investigation into the factors contributing to gender-based violence on campus. By understanding the interplay of individual, relational, and societal influences, this study aims to generate actionable insights that inform policy and practice in higher education settings.
References
- Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.
- Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
- Tong, R. (2009). Feminist thought: A more comprehensive introduction. 3rd ed. Boulder, CO: Westview Press.
This framework and reference list provide a foundation for understanding the factors contributing to GBV on campus, highlighting the importance of a multifaceted approach to research and intervention.