Nicega Journal 2009

SOCIAL AND CULTURAL IMPLICATIONS OF SEXUAL HARASSMENT AS A VICE AMONG YOUTHS IN SELECTED TERTIARY INSTITUTIONS IN KWARA STATE. Miss Kehinde Omobolanle Fisayo And Dr. Emmanuel S. Adeyanju Department Of Physical and Health Education Federal College of Education, Kano Abstract. Sexual harassment, a form of unlawful sexual discrimination, has been frowned at because it is an uncultured, unwholesome and criminal way of seeking sexual favor from the opposite sex; whether male or female. Since the impact of this phenomenon is felt in all parts of the society, this study investigated social and cultural implications of sexual harassment as a vice among youths in selected tertiary institutions in Kwara State with a view to identifying the causes and proffering solutions to the cankerworm. To do this, the stratified random sampling and simple random sampling techniques were used to select the institutions and subjects for the study. A set of vetted structured questionnaire was designed and administered to elicit information from a sample of ninety (90) respondents across the sampled institutions. Chi square (X 2) statistics was used to analyze the collated data. Results obtained revealed that sexual harassment has a two-way occurrence: student to lecturer and lecturer to student. Furthermore, very weak students who could not cope with academic stress of their courses resort to harassing their lecturers and vice versa to escape from failure. Culturally, the male chauvinistic attitude imposed by the society has often fuelled the problem. It is however recommended that only qualified candidates should be allowed to enroll for relevant courses of their choice while parents have a role to play in giving good moral lessons to children in their growing years. These will go a long way to reducing cases of sexual harassment in tertiary institutions in Kwara State.

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Introduction Sexual harassment has, for ages, been misconstrued to mean the male gender’s over-assertive or overbearing behavior over their female folks for the purpose of the former gaining sexual advantage over the latter. However, it has been found to include unwanted verbal or physical behavior of a sexual nature that occurs in the workplace or in an educational setting under certain conditions (Microsoft Encarta, 2009). Such behavior is illegal if it creates an environment that is hostile or intimidating, interferes with a persons work or school performance, or if acceptance of the harassers behavior is made a condition of employment or academic achievement. But this meaning has been modified in recent years when it has been observed that the sane sexual sensibilities of both the male and female folks have often been harassed and abused in different settings rather than the latter alone. According to Gregory (2009), perceptions differ about what constitute sexual harassment. He, however, identifies typical examples of sexual harassment as sexually oriented gestures, jokes, or remarks that are unwelcome, repeated and unwanted sexual advances; touching, or other unwelcome bodily contact and physical intimidation. It can occur when one person has power over another and uses it to coerce the person to accept unwanted sexual attention; as in the case of boss to subordinate, supervisor to employee, teacher/lecturer to student or even among peers (co-workers, students). In fact, both men and women can be harassers and victims of sexual harassment. However, research indicates that women are more likely to be victims (Atoyebi, 1995). Today, sexual harassment, an unwholesome threat or stress an individual is exposed or subjected for the purpose of one party gaining sexual advantage, has been with us from time immemorial and in different settings: be they in the markets stores, academic communities, religious and other worship places and local communities. Thus, this study is centered on tertiary Institutions because the debilitating effects of this cankerworm has permeated the citadels of learning in Nigeria and has began to tell on the quality of morals and academic attainments of the different cadres of tertiary institution graduates (Ajibade, 1998). Suffice it to say that the hue and cry over sexual harassment among youths that has become rampart in our tertiary institutions is a 2

reflection of the moral mood of the society, which, to say the least, has reached its lowest ebb in recent decades. Corruption has taken over the fabrics of the society when no one gets anything (employments, contracts, promotions and good grades) on merit any longer (Adeyanju, 2008), while mediocrity has pervaded the key developmental areas of the society. The boomerang effect is that every undergraduate, particularly the weak ones begins to map out a future based on short cut to get to the peak. Historically, sexual harassment seemed to be alien to our academic environments bearing in mind that coeducational institutions, which were offshoots of the missionary era, were well-monitored for high moral standards (Oyekola, 1998) and believing that standards were bound to improve when there is genuine competition among both genders. Socially, such arrangement was acceptable. This, according to Atoyebi (1995) is because these groups of people would meet again in the society to work together, grow together, probably get married and assist the society to develop in their own various ways through their contributions. However, with modernization and socialization, caution seem to be let loose and the coeducational institutions seem to have become breeding grounds for sexual perverts of different types ranging from male course mates arranging female companions for lecturers so that generous marks might be generated for both of them as a fallout of the misadventure; or the female student, using acts of indecent exposure to attract the unsuspecting lecturers attention and of course the outright threat of failure to any sexually unyielding female student (Kehinde, 2007). Sexual harassment often has adverse effects on the victim’s performance at work or school. Both the quantity and quality of work may suffer as well as the employees or student’s morale attendance, and ability to work with others (Gregory, 2009) thus causing loss of productivity and eventual turnover. In a society like ours where male chauvinism is the rule rather than the exception, the victim of sexual harassment suffers more psychological, emotional and mental stress than even the harasser himself. Schneider (1997) listed the stress-related symptoms to include anger, fear, anxiety, lowered self-esteem depression, guilt, humiliation, embarrassment, nausea, fatigue, headaches and weight loss or gain.

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The society suffers indirectly from acts of sexual harassment whether in the academia, public places, sports arena and other places where it is surreptitiously practiced. Faragher (2008) observed that many feminist scholars consider sexual harassment to be a form of oppression that men use to maintain male-dominated power structures because it limits school girls’ participation and impairs their academic attainment. The consequence is that they are unable to compete favorably in fields of work that men have traditionally occupied. To arrest this situation, the Nigerian Union of Teachers (NUT) (1998) called on heads of institution to be on high alert and arrest this dangerous trend that was being noticed even at the secondary schools. Taking cognizance of the above discussion, this paper investigated the social and cultural implications of sexual harassment among youths in tertiary institutions in Kwara State with a view to identifying the causes and proffering solutions that would stem the dangerous slip into all nooks and crannies of our academic system. Methods and Materials The population for this study comprised all male and female students of tertiary institutions in Kwara State, North Central Nigeria. Using the stratified random sampling technique, the state was zoned along its three senatorial lines and one district was randomly chosen. From each of the three (3) tertiary institutions in the sampled zone, thirty (30) subjects were randomly chosen to respond to the administered questionnaire. Thus, a total of ninety (90) subjects formed the sample for this study. A set of standardized questionnaire was raised in line with the stated hypothesis on social and cultural implications of sexual harassment in tertiary institutions using a modified 4-point Likert Scale options of Strongly Agreed (SA)=4; Agreed (A)=3; Disagreed (D)=2 and Strongly Disagreed (SD)=1. Data generated from the administered questionnaire was analyzed using the Chi Square (X2) statistics and the results obtained are presented in tables below. Results The results of the questions raised on the social and cultural malaise of sexual harassment among students of tertiary institutions are presented in Tables below. 4

Table 1: Perception of students on causes of sexual harassment in tertiary institutions S/No 1 2 3 4

Options SA A 5 B 3 C 17 D 6 Total 31

A 8 6 2 2 18

D 14 2 5 3 24

SD 6 4 3 4 17

Total 33 15 27 15 90

df

X2

X2 Crit 0.05

9

26.21

16.92

* X

2

(9)

= 26.21 > 0.05

* Significant

A close look at Table 1 above reveals that the respondents who represent the sampled students in the various tertiary institutions presented divergent views on the questions raised in respect of social causes of sexual harassment. The highest observed frequencies were recorded on the statements which identified the females attitude as the sole cause of sexual harassment (SA=17); while several others disagreed with the statement that indecent outfit of students, be they males or females, have resulted in their being sexually harassed (D=14). However, when the observed was computed against the expected frequencies, calculated X2(9) = 26.21>0.05 which means the null hypothesis stated in respect of no significant difference in the causes of sexual harassment cannot be accepted. Table 2: Perception of students on Social implications of sexual harassment in tertiary institutions S/No 1 2 3 4

Options A B C D Total

SA 7 14 3 2 26

A 8 4 6 7 25

D 1 9 5 2 16

SD 3 12 4 14 90

Total 19 39 18 14 90

df

X2

X2 Crit 0.05

9

50.06

16.92

* X2 (9) = 50.06 > 0.05

* Significant

As shown in Table 2, there were variable responses on the social implications of sexual harassment on both the students being harassed and the society taking cognizance of that fact the society is the final recipient of all the positive and negative tendencies 5

cultivated in the formative years. These observed responses were however computed against the expected using the Chi Square (X2) statistics. The result revealed X2

(9)

=

50.06 > 0.05 which implies that the calculated value is greater than the table value making the responses significant and the null hypothesis rejected. Table 3: Perception of students on Cultural implications of sexual harassment in tertiary institutions. S/No 1 2 3 4

Options SA A D A 8 7 4 B 9 10 11 C 1 5 3 D 5 6 8 Total 23 28 26 2 X (9) = 44.7 > 0.05

SD

Total 3 22 5 35 4 13 1 20 13 90 * Significant

df

X2

X2 Crit 0.05

9

44.7*

16.92

Analysis presented in Table 3 reveals that the subjects have different kinds of perception of the cultural implications of sexual harassment on the society as a whole. The respondents seem to agree that the so-called male chauvinistic tendencies are usually given as excuses for such actions. Others feel that when the harassment is the other way round, the female harasser is stigmatized. This was aptly reflected in their variable responses when observed frequencies shown in the table was computed against the expected frequencies which is the basis of X2 computation. Results showed that the calculated X2 was significant at the required alpha level (X2

(9)

= 44.7 > 0.05)

thus making the earlier stated null hypothesis of no significant response difference rejected. Discussion Since the impact and scope of sexual harassment problem on college campuses was first recognized as one of the campus vices that need to be wiped out during the early 1800s (Riggs, et al 2007) an enormous amount of attention has been focused on the problem. It is recognized that colleges and universities are expected to provide learning and working environments wherein all members of academic communities may pursue their studies, scholarships and work without bias and intimidation. The specter of sexual harassment is inimical to this end. It is in this respect that this study investigated 6

the social and cultural implications of sexual harassment as a vice among youths in tertiary institutions in Kwara State with a view to identifying the causes, implications and proffering solutions to the ugly trend which is fast taking its toll on the quality of certificates and degrees being awarded by the different institutions being affected. There are many plausible reasons that have been put forward for students of tertiary institutions to be sexually harassed. These causes vary from individuals, situations and culture; but are however linked to socio-cultural influences which make the woman highly vulnerable. In response to the null hypothesis raised on the probable cause of sexual harassment, responses varied depending on the factors earlier identified. However, results obtained supports that reported by Fitzgerald, et al (1988); Paludi and Barickman, (1991) that responses usually vary from mere sexist remarks, unwelcome sexual advances, request for sexual favours to actual denial of rights for refusal to yield to pressure. However, in some other cultures the females propose offers of sexual nature in order to influence some decisions, hence the suggestion that they were really the cause of sexual harassment. In the light of data obtained, the null hypothesis stated in respect of the actual causes could not be accepted. This result is in line with that reported by Adamolekun (1998), Cole, (1996) and Oyekola, (1998). They all agree that sexual harassment is becoming endemic not only in tertiary institutions but also in the society at large and the cause differs from one environment to the other. There are several social implications for acts relating to sexual harassment at school, market places, worship centers and even hospitals. In fact, anywhere large number of people congregate, cases of sexual harassment cannot be ruled out. The social effects may include lower quantity and quality of work output with concomitant losses in productivity and employee turnover and absenteeism (Encarta, 2009). Besides the personal and emotional stress with severe physical and stress-related problems, the society also bears the indirect burden of these acts (Bayly, 1990). Significant response differences obtained from this study can be supported by the fact that a victim, once harassed, sees every other person as a likely harasser. This summary can be drawn from Pryor, et al (2005) summary in respect of the lack of trust the harassed exhibits in the presence of colleagues, neighbors and even their bosses after such an incident. In 7

academic environments, students drop courses or change academic plans without cogent reasons, increased absenteeism to avoid further harassment or as a result of illness from stress Furthermore, discussion on the social effects and implications of this cankerworm as described by Brandenberg, (2003) centers around loss of trust in environments similar to where the harassment occurred no matter the benefits that would have accrued to the learner or the society. Also, he identified loss of trust in the types of people that occupy similar positions as the harasser or their colleagues and stress upon relationships that could lead to divorce and self withdrawal as a dangerous social problem. In fact, the harasser’s social environment may be completely transformed. This is a huge burden to carry through work or school environment. In general terms, sexual harassment is an obstacle to the proper integration of women into the labour market. Culturally, if the harassment is directed at the female sex, which is usually the case, it is not seen as anything to worry about but not when the reverse is the case (Babaji, 1999). This opinion is supported by Egbemode (2009) in her column “Prodigal Dads and Mums” in which she opines that men are polygamous by nature and like the serenity prayer, ‘God give me the grace to accept what I cannot change’. She concludes that a woman who does not accept what she cannot change is liable to die young. This is the cultural surrender women are subjected to even when trampled upon. Although, studies have shown that surveys about sexual harassment have often met with several limitations, also for cultural reasons (Olswang, 2002), many victims would always fail to make a case of it because of the social stigma associated with it. Thus, because perception differs on the cultural implications, responses were also divergent, hence the significant response differences (X2 (9) = 44.7>0.05). It is also proper to state that no matter how lax the society’s tolerance of sexual harassment is, particularly if the harasser is the male sex, when it is directed at teenagers and children, the outpour of venom is usually immeasurable (Babaji, 1999). In fact, some cultures, most often, banish offenders from their communities, he concluded. 8

Conclusion and Recommendations. Despite both national and international efforts to stamp out sexual harassment from academic environments and workplaces, there seem not be one single definition of what constitutes prohibited behavior. Generally, international instruments define it broadly as a form of violence against women and as discriminatory treatment; it also focuses on the illegality of the conduct. Not until the victim is raped or forced into unwholesome sexual relations, some other unwelcomed sexually determined behavior as physical contact and advances, sexually colored remarks, showing pornography and sexual demands, whether by words or actions can be humiliating and may constitute health, safety and psychological problems. To arrest the trend which is not limited to the academic environment, several national and international laws were enacted to prevent peer to peer harassment, subordinate harassment of a supervisor (by extension, student to a lecturer), women sexually harassed by men, men sexually harassed by women, same sex harassment and the popular “quid pro quo” etc (Boyer, 1999). This “something for something” (quid pro quo) is more popular among youths in the academic circles because of some perceived weakness on the part of the harassed. The most effective weapon against sexual harassment, therefore, is prevention. Harassment does not appear on its own. In fact, it is more likely that when the problem is not addressed, the harassment worsens and becomes more difficult to remedy as time goes on. So our society needs to take a definitive stance against sexual harassment, whether male or female induces; directed at youngsters or children, so that the negative aftermath will be minimized. It is on the basis of this, that the following recommendations are put forward:  Whoever is sexually harassed should be encouraged to speak up as

suppressed anger could be detrimental to health and social interaction. This will also protect them from being further abused by the system that is supposed to help and protect them.  To avoid increased absenteeism, increased student turnover as student leave

to escape harassment, decreased student participation in school activities, 9

there must be outlined stringent measures in the students’ handbook of the various preventive and punitive measures against sexual harassment.  Our national laws are obsolete until they are replete with stringent laws against sexual harassment in all its ramifications.  Societal moral values, which seem to have degenerated abysmally, needs a complete re-engineering. The crusade should begin from the family unit level. As the child grows up, such negative tendencies will be seen as immoral.  The religious and worship places should assume their rightful vanguard position of moral rectitude in all its actions. This will go a long way to guiding their followers aright.  Cultural values which does not frown at, but subtly encourage male dominance

through aggressive acts should be discarded for respect for the opposite sex.  Recreational literacy should be encouraged. Get the youths busy through sports because bottled-up energy can be expended through that avenue. Taking cognizance of the benefits that will accrue to the society if all her citizens have positive outlook towards full contribution to her growth, without fear of segregation and bias based on gender, age and other pecuniary considerations, cases of sexual harassment will be eliminated from our tertiary institutions in particular and the entire society in general. And our society will be better for it.

References

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Adamolekun, O. (1998). Sexual harassment on campus: A counsellor’s reflection. Nigerian Journal of Counselling and Development. 4: 53-57. Adeyanju, E. S. (2008). “You don’t have to oppress others for relevance”. NAPHER Week. Unpublished Paper presentation. Ajibade, A. D. (1998). The environment of crisis in the educational system. Journal of Comparative Education. 33 (1). 87-91. Atoyebi, O. A. (1995). Moral decadence among students in high schools – the parents can help. Unpublished lecture for graduating youths. Govt. College Bussa. Babaji, D. S. (1999). Male chauvinism and sexual harassment in Africa. Journal of Cultural Orientation. 3 (1), 11-13. Bayly, S. (1990). “Meritor and related cases”. Synthesis: Law and Policies in Higher Education. 114-119. Boyer, E. L. (1999). A special report on campus life: In search of a community. Princeton, N.J.: The Carnegie Foundation for the Advancement of Teaching Bradenberg, J. (2003). Confronting Sexual Harassment. New York: Teacher’s Publications. Cole, E. (1996). Sexual Harassment on Campus: A legal compendium. Washington: National Association of College and University Attorneys. Egbemode, F. (2009). Prodigal Dads and Mums II. Sunday Sun. February, 14. Faragher, R. S. (2008). Incidence, causes and effects of sexual harassment in the academia. 4th European Working Survey. E. U. Publications. Fitzgerald, L., Shullman, N., Bailey, M. and Richards, J. (1988). The incidence and dimensions of sexual harassment in Academia and workplace. Journal of Vocational Behavior. 32: 152-157.

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Gregory, D. L. (2009). Attitudes toward sexual harassment - Contribution in Microsoft Encarta. Microsoft Corporation. Kehinde, O. F. (2007). Sexual Harassment in Tertiary Institutions-A remedy. Unpublished Project. Unilorin. Microsoft Encarta, (2009). Sexual Harassment. 1993-2008 Microsoft Corporation. Nigerian Union of Teachers (1998). Warning against incessant reports of sexual harassment in schools. NUT Bulletin 35, 7-10. Olswang, S.(2002). Reassessing effective procedures in cases of sexual harassment. Institutional Research No. 76. San Francisco: Jossey-Bass Press. Oyekola, A. A. (1998). Sexual harassment in organizations: Employee’s responsibilities and Rights Journal. 1 (4). 273-282. Paludi, M. A. and Brickman, (1991). In their own voices: Responses from victims of sexual harassment in academic and workplaces – A resource manual. Albany: New York Press. Pryor, J. B., La Vite, C. and Stoller, L. (2005). A socio-Psychological Analysis of Sexual Harassment. Journal of Vocational Behavior. (Special Issue). 42: 68-83. Riggs, R. O. Hughes, J. and St. and Stimson, C. (2007). Sexual Harassment in Higher education from conflict community. ERIC Digest. Schneider, K. T. (1997). Job related and psychological effects of sexual harassment in workplaces. Journal of Applied Psychology. 82: 401-415

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