Full Project – A CRITICAL INVESTIGATION OF GENDER-BASED VIOLENCE AGAINST FEMALE STUDENTS CAREER DEVELOPMENT IN NIGERIA UNIVERSITY

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CHAPTER ONE

INTRODUCTION

1.1 Background Of The Study

The world has faced several obstacles in its pursuit of progress, peace, and togetherness over the years. In light of this, it is critical to highlight the fact that proof of this is the continual rise in the global crime rate, which includes rape. Gender-based violence (GBV) is pervasive, although it is still the world’s least common human rights violation. Gender-based violence is a problem that affects many groups and countries, but its consequences are widespread.

Gender-based violence (GBV) is a pervasive issue that affects women and girls across the globe, with significant repercussions for their personal, social, and professional lives. In Nigerian universities, female students face various forms of GBV, ranging from sexual harassment and assault to psychological abuse, which negatively impacts their academic performance, mental well-being, and career development. According to Odebode (2019), the intersection of gender discrimination and violence severely hampers women’s educational aspirations, limiting their ability to excel and pursue career opportunities. The campus environment, intended to be a space of learning and growth, thus becomes a site of vulnerability for many female students, affecting their academic achievement and future professional trajectories.

Sexual harassment is one of the most prevalent forms of GBV experienced by female students in Nigerian universities. Studies have highlighted that sexual harassment by male lecturers, fellow students, and even staff members is common in Nigerian higher education institutions (Ezeani, 2020). This harassment not only jeopardizes the physical and emotional well-being of female students but also results in academic disruptions, as students may be forced to skip classes or disengage from academic activities to avoid uncomfortable or dangerous situations (Umar, 2022). Such experiences create a hostile learning environment, where female students feel disempowered and marginalized, which undermines their academic success and limits their career development prospects. The constant threat of harassment detracts from their focus and self-confidence, key components in navigating higher education and pursuing professional goals.

The psychological impact of gender-based violence in universities is profound and long-lasting. Female students who experience GBV often suffer from mental health issues such as anxiety, depression, and post-traumatic stress disorder (PTSD) (Ogunyemi, 2018). These mental health challenges can result in lower academic performance, reduced participation in extracurricular activities, and ultimately hinder career development. According to Nwankwo (2021), these psychological scars may lead to the abandonment of academic goals or withdrawal from educational pursuits altogether. Such consequences are particularly detrimental in the context of Nigeria, where gender inequalities are deeply ingrained in societal structures, making it difficult for female students to recover from trauma or seek support for mental health concerns.

In addition to the direct effects on academic performance, gender-based violence in Nigerian universities also perpetuates broader gender stereotypes and social inequalities. Ojediran (2020) notes that the normalization of violence against women on university campuses reinforces patriarchal values, where women are seen as inferior or deserving of mistreatment. This not only affects the female students involved but also shapes the attitudes and behaviors of male students, creating a cycle of gender discrimination that continues into the professional world. The pervasive nature of GBV in educational institutions fosters an environment where female students internalize these oppressive norms, limiting their ambition and willingness to pursue careers in male-dominated fields such as science, engineering, or leadership roles.

Efforts to address GBV in Nigerian universities have been met with mixed results. While some universities have instituted policies to combat sexual harassment and violence, such initiatives are often poorly implemented or lack effective enforcement mechanisms (Okeke & Uzoechina, 2021). In many cases, victims of GBV are reluctant to report incidents due to fear of retribution, stigmatization, or a lack of faith in the university’s capacity to provide justice (Ekeocha & Ogbonna, 2022). Moreover, the absence of comprehensive support systems for victims—such as counseling services, legal aid, or career development resources—leaves many female students to navigate the trauma of GBV on their own, further hindering their educational and professional advancement.

Addressing GBV in Nigerian universities requires a multifaceted approach that includes the establishment of robust policies, education on gender equality, and support services for victims. Gender-sensitive reforms are essential to creating a safe and inclusive campus environment where female students can thrive academically and professionally. According to Okeke and Uzoechina (2021), universities should adopt a zero-tolerance approach to sexual harassment, integrate gender studies into the curriculum, and create accessible channels for reporting and addressing GBV. Furthermore, collaboration with governmental and non-governmental organizations can help amplify efforts to raise awareness and advocate for systemic changes that protect female students from violence and discrimination. Only by challenging the structural inequalities that perpetuate GBV can Nigerian universities truly foster an environment where female students can develop their full potential and achieve their career aspirations.

In Nigeria, rape culture has become prevalent. It is not a legend. It has become an accepted aspect of a woman’s life. Furthermore, most African countries lack anti-rape legislation, and those that do have it seldom enforce it. War and war have also contributed to some of the worst rape instances, as has the lack of prosecution, which contributes to the rape culture. After the United Nations Security Council approved Resolution 1820 in 2008, assault and sexual violence were classified as “war crimes and crimes against humanity or a constitutive manifestation of genocide.” While progress has been made in dealing with some of these issues, Africa still has a long way to go, especially now that there are new highways for spreading rape culture and enough data to show that sexual cruelty is still pervasive and new tactics are needed to deal with it.

1.2 Statement Of The Problem

Nigeria is the most populous country in Africa. Several investigations into the frequency of gender-based violence in the country’s institutions show that the problem is widespread. According to two recent studies, 15% and 27% of young females have experienced forced penetrative and attempted rape, respectively, while 44% have experienced unwanted touching (tade 2020). In a separate study conducted in Ondo State, western Nigeria, 27 percent of schoolgirls said their instructors pressed them for sex, while 79 percent said male students sexually harassed them.

 

The majority of the reports come from institutions in the country’s south. In the culturally different northern section of the country, little analogous study has been done. As a result, we conducted this research to look at Gender-Based Violence Against Female Students’ Career Development in Nigerian Universities. The findings might be utilized to advocate for gender tolerance and to inform and create gender-based violence prevention strategies and policies in higher education institutions.

1.3 Objective Of The Study Objective

The overall goal of the research is to critically investigate gender-based violence against female students career development in Nigeria University. Specifically, the study is set to.

1. Investigate the causes of gender-based violence at the University of Calabar
2. Investigate the effect of gender-based violence on career development at the University of Calabar.
3. Investigate ways in which gender-based violence can be curbed at the University of Calabar.

1.4 Research Questions

The following research questions guide the objective of the study.

1. What are the causes of gender-based violence at the University of Calabar?
2. What is the effect of gender-based violence on career development at the University of Calabar?
3. What are the possible ways gender-based violence can be curbed in the University of Calabar?

 

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho; Gender-based violence has no significant effect on career development at the University of Calabar.

H1; Gender-based violence has significant effect on career development at the University of Calabar.

 

1.6 Significance Of The Study

The significance of this study lies in its potential to shed light on the persistent issue of gender-based violence (GBV) in Nigerian universities, particularly its adverse effects on the academic and professional development of female students. GBV, which includes sexual harassment, assault, and psychological abuse, not only harms the physical and mental well-being of female students but also obstructs their educational progression and career aspirations. By critically investigating the extent of GBV in Nigerian universities, this study contributes to a deeper understanding of how violence, gender discrimination, and societal norms intersect to hinder women’s access to equal educational and career opportunities. This research is essential for policymakers, educators, and advocacy groups working toward improving the campus environment for women and creating a more equitable higher education system in Nigeria.

One of the key contributions of this study is its potential to inform the development of more comprehensive and gender-sensitive policies in Nigerian universities. Despite the growing recognition of sexual harassment and violence against women, many Nigerian higher education institutions still lack effective mechanisms for addressing these issues. By highlighting the gaps in current institutional frameworks and the challenges faced by female students, this study provides valuable insights into the need for stronger policies that not only punish perpetrators but also prevent violence and provide support systems for victims. Such policies could include clearer reporting channels, better enforcement of existing regulations, and the integration of gender equality training within university curricula.

The study also holds significance in its potential to influence the design of support services for female students who are survivors of GBV. Many Nigerian universities lack adequate counseling services, legal assistance, or academic accommodations for victims of gender-based violence, which can result in long-term academic and emotional consequences. This research will draw attention to the importance of providing holistic support for female students, including access to counseling, legal advice, academic flexibility, and career development resources. The findings could prompt universities to strengthen their student support services, ensuring that female students who experience violence can recover emotionally, stay engaged in their academic studies, and ultimately achieve their career goals.

Moreover, this study is significant in that it helps raise awareness about the far-reaching consequences of GBV on the professional development of women. While much of the discourse surrounding GBV focuses on its physical and emotional impacts, less attention has been paid to how it affects women’s career aspirations and opportunities. By examining how GBV limits female students’ access to internships, job placements, and networking opportunities, this study will highlight how gender violence creates a long-term barrier to professional success. It will emphasize the need for interventions that not only support women academically but also equip them with the tools to overcome these obstacles as they enter the workforce, thereby promoting gender equity in professional spheres.

The significance of this study also extends to the broader societal context, as it contributes to ongoing debates about gender inequality in Nigeria and the wider African context. Gender-based violence on university campuses is not just an isolated issue but a reflection of deep-seated gender stereotypes and power dynamics within society. By addressing the ways in which GBV perpetuates these inequalities, the study calls attention to the need for broader cultural and societal change. The findings may encourage the Nigerian government, universities, and civil society organizations to launch campaigns that challenge patriarchal attitudes, promote gender equality, and advocate for the protection of women’s rights in educational institutions and beyond.

Finally, this research is significant because it contributes to the global discourse on gender-based violence in education and its intersection with women’s career development. While the study is situated in the Nigerian context, the findings have broader implications for universities in other parts of Africa and beyond, where similar challenges are faced by female students. The study’s recommendations for tackling GBV and supporting career development can serve as a model for other institutions grappling with these issues. As such, this research has the potential to influence policies, practices, and advocacy efforts in universities around the world, contributing to a more inclusive and supportive educational environment for women globally.

 

1.7 Scope Of The Study

The scope of study covers the Investigation of Gender-Based Violence Against Female Students’ Career Development at Nigeria University and the University of Calabar was used as a case study.

 

1.8 Limitation Of Study

The study was limited to a particular geographical area (south south) and was further limited to the University of Calabar due to time and budget constraints.

1.8 Definition Of Terms

Gender-Based Violence: Gender-based violence refers to harmful acts directed at an individual based on their gender. It is rooted in gender inequality, the abuse of power and harmful norms. Gender-based violence (GBV) is a serious violation of human rights and a life-threatening health and safety issue.

Career Development: Career Development or Career Development Planning refers to the process an individual may undergo to evolve their occupational status. It is the process of making decisions for long-term learning, to align personal needs for physical or psychological fulfillment with career advancement opportunities.

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Full Project – A CRITICAL INVESTIGATION OF GENDER-BASED VIOLENCE AGAINST FEMALE STUDENTS CAREER DEVELOPMENT IN NIGERIA UNIVERSITY