Gender based violence in educational institutions and its impacts on girls’ education: a comparative study of selected countries
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Date
2013
Authors
Njuguna F.W.
Itegi, Florence M.
Journal Title
Journal ISSN
Volume Title
Publisher
Emerging Academy Resources
Abstract
Gender based violence is a serious violation of human rights and a complex problem all over the world. It is not
specific to a particular country or region and women and men of all regions, religion or ethnicity can face
discrimination and the consequent gender based violence. While it can affect both men and women, women are
the group that is most affected. Gender Based Violence refer to sexual harassment, assault, verbal and physical
abuse, psychological and economic violence women are specifically vulnerable to given the lack of power they
posses in the society. The problem is compounded by harmful cultural practices like female genital mutilation,
forced early marriages, forced prostitution, sexual harassment and sexual exploitation. Among the causes of
GBV are poverty, traditional believes, some aspects of modernity and the socialization of girls and boys by the
society makes victims accept it as norm. GBV limits girl’s access, participation, retention in education and
difficulties in finding jobs latter. GVB as discussed by authors provides insights into its magnitude however; it
is limited to secondary literature. This not withstanding appropriate education provides an opportunity to learn
about equality between men and women and non sexist education makes it possible to deal with traditional
stereotypes concerning roles of women and men so as to fight prejudices and discrimination. This paper seeks to
demonstrate the need for governments to reform their education systems to give girls and boys equal
opportunities to participate and share benefits of education against general believe that GBV is more rampant in
illiterate societies.
Description
Keywords
Gender, Violence, Education, Causes and Effects
Citation
Research Journal in Organizational Psychology & Educational Studies 2(5) 276-279 2013