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Addressing Gender-Based Violence on College Campuses: Guide to a Comprehensive Model is based on the most up-to-date research and evidenced-based practices for the broad diffusion of community norms and institutional policies and practices related to intervention and prevention on campuses. This guide contains ideas, structures, information, and resources that can help campuses build partnerships to develop and adopt protocols and policies that more effectively treat various forms of gender- based violence (GBV) as serious offenses; ensure survivor safety and offender accountability; and implement comprehensive and culturally relevant prevention strategies. Institutions of higher learning will be equipped with the foundational knowledge necessary to build coordinated community response systems, programs, policies, and practices for effective prevention and intervention strategies that support a safe and healthy educational environment for students.
La charte contre les violences basées sur le genre dans les universités, instituts et établissements d'enseignement supérieur publics et prives au Sénégal est élaborée par le ministère de l’enseignement supérieur et de la recherche afin de promouvoir une communauté consensuelle exempte de la violence basée sur le genre en créant un cadre favorable à l’épanouissement des hommes et des femmes par la participation efficiente aux programmes et activités académiques. Le Ministère de l’enseignement supérieur engage toutes les institutions et établissements relevant de son département à discuter en interne et signer le pacte d’éradication des violences basées sur le genre.
Gender Based Violence against Female University Students in Ethiopia: The Case of Bahir Dar University is a Thesis Submitted to the Graduate School of Addis Ababa University in Partial Fulfillment of the requirement of the Degree of Master of Arts in Human Rights. A qualitative study has been used predominantly to have a deep in-sight about the experiences of female students with regard to gender based violence (GBV). A case study design has been used, whereby the researcher investigates the respondents’ perspectives on their experience of GBV. A focus group discussion has also been employed to give depth to the study through analysing groups’ consensus. Furthermore, in-depth interviews with key informants have been conducted to gather data on the prevailing norms and practices of the University in relation to GBV. Finally, beside the above major techniques, questionnaires have been distributed to female and male students to supplement the qualitative data with quantitative results.
The Guidance, is one of two documents prepared by the North Carolina Coalition Against Domestic Violence (NCCADV) and serves as a general guide for colleges and universities as they develop their domestic violence, dating violence, stalking, and sexual violence policies. The Template is the second document, a supplement to the Guidance, and includes a recommended layout and language for the policy itself. Institutions are at varying stages of their policy development. These documents are comprehensive and therefore will serve institutions differently. Institutions that are at the beginning stages may be more likely to adopt the entire template, whereas institutions that have recently written or updated their policies may be more likely to view these documents as additional guidance and/or suggestions.
This article presents the results of research conducted in 2009-2011 on sexual violence against female university students at a mid-sized English university. Included are findings on: the nature and prevalence of sexual violence (sexual harassment, stalking and sexual assault and other coercive sexual acts); the identity of perpetrators; most frequent victimisation locations; extent of, and reasons given for and against, disclosing victimisation to university authorities and police; nature of prevention and response policies, institutional arrangements and practices at the university; female student’s awareness of, and willingness to access, available services for victims; and suggestions for improvements in the university’s responses to this problem. All finding are based on data from (i) an online survey of female students, (ii) a small focus group discussion with female students, and (iii) interviews with ‘key stakeholders’ within and outside the university. Implications of the findings for university policies, institutional arrangements and practices are discussed.
