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.

1
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.

3
 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 Options SA A D SD Total df X2 X2 Crit

1 A 5 8 14 6 33 0.05
2 B 3 6 2 4 15
3 C 17 2 5 3 27
4 D 6 2 3 4 15
Total 31 18 24 17 90 9 26.21 16.92
*
2
X (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 Options SA A D SD Total df X2 X2 Crit

1 A 7 8 1 3 19 0.05
2 B 14 4 9 12 39
3 C 3 6 5 4 18
4 D 2 7 2 14 14
Total 26 25 16 90 90 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 Options SA A D SD Total df X2 X2 Crit

1 A 8 7 4 3 22 0.05
2 B 9 10 11 5 35
3 C 1 5 3 4 13
4 D 5 6 8 1 20
Total 23 28 26 13 90 9 44.7* 16.92
2
X (9) = 44.7 > 0.05 * Significant

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

10
 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.

11
 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

12