Sexual harassment in tertiary institutions, by Bisi Adeleye-Fayemi

On Monday November 25th, I gave a Keynote Address at a national summit on Addressing Sexual Harassment in Tertiary Institutionsin Nigeria, organised by Alliances for Africa,in partnership with Center of Gender Directors in Nigerian Universities and supported by Co-Impact. This is an abridged version of my speech.

I thank the organisers of this Summit for inviting me to speak here today. I congratulate you on the presentation of the National Baseline Survey Report on Sexual harassment. I hope that the findings will help strengthen roadmaps as we work on mitigation strategies in our various institutions of higher learning.

Sexual harassment is considered to be one of the many forms of violence against women. There is nothing harmless or benign about sexual harassment.There is nothing ‘innocent’ or ‘normal’ about it. The 2024 Sexual Harassment Bill in Tertiary Institutions that is currently going through the National Assembly, has a comprehensive definition of what falls under the law if it is passed. It includes:

•Sexual Harassment broadly defined (Unwanted conduct of a sexual nature)

•Unwelcome Physical Contact (touching, grabbing, kissing)

•Inappropriate or Sexually Explicit Material (videos, photographs)

•Remarks of a Sexual Nature (Comments, jokes, innuendo)

•Body Shaming

•Creating a hostile or intimidating environment

•Stalking

In 2020, my good friend, Olusegun Adeniyi, asked me to write the foreword to his book, ‘Naked Abuse: Sex for Grades in African Universities’, which is a concise study of sexual harassment in tertiary institutions across the African continent. Mr Adeniyi is a well-respected public intellectual, a brilliant analyst, and a thoughtful writer who has meticulously borne witness to some of our most critical moments as a nation. Segun Adeniyi paints a painfully true picture of the state of affairs in tertiary institutions from one country to another.

His findings confirm what we have always known, that Sexual Harassment in tertiary institutions is a global issue. Starting with several disturbing case studies in Nigeria, and on to at least 29 other countries spread across all the regions of the continent, a clear pattern emerges. The pattern tells us that many male lecturers all over, have a sense of entitlement to the bodies of their female students. These male teachers have enormous power over their students, and they use that power to threaten, cajole, obstruct justice, collude, persuade and reward.

Sexual harassment is one of those insidious practices that continues to go unchecked and is quite frankly not taken seriously. Considering the lack of policy frameworks, inadequate or non-existent grievance procedures, the dearth of support systems required, and zero political will to drive these issues, a culture of impunity is rife in most of ourtertiary institutions. It is therefore extremely difficult for allegations of sexual harassment or misconduct to stick. Many university authorities quickly close ranks to protect the image of the institution. Predators do not operate in isolation; they are part of a culture that indulges in, and encourages preying on vulnerable students.

Young female students attend tertiary institutions to receive an education. They look up to their teachers, male and female alike, for guidance and mentoring, all of which require trust. The female students likely see a big brother type or a father figure. More often than not, their teachers see hot young bodies that are available for the asking or taking. The imbalance of power between students, especially female students, and male teachers in position of trust and authority contributes to the high rate of under-reporting of this phenomenon.

In Segun Adeniyi’s book, there is a worrisome narrative in the last chapter, ‘The Other Side of the Coin’. This is about the increase in the number of female students who themselves are aggressors and do all they can to lure their lecturers into sexual relationships for marks. There are sadly many of such cases, and the author is right to point this out because a number of male lecturers keep repeating this like some kind of mantra. This does not change the main narrative, which is the accountability of adult teachers and the duty they owe those who are placed in their care to learn. The onus is on the adults concerned, who are entrusted with a sacred responsibility, to say no.

Today marks the beginning of the global 16 Days of Activism against Gender Based Violence – November 25th -December 10th. Global and local campaigns are meant not only to draw attention to an issue, but also serve as acall to action. I hereby recommend the following for our consideration:

POLITICAL WILL AS AN IMPERATIVE

It is important for all tertiary institutions to adopt a zero-tolerance approach to all forms of Sexual and Gender Based Violence and promote a healthy culture devoid of fear and intimidation in their schools. Students must feel safe on campus, and victims have a right to be heard and not to be intimidated or shamed into silence.

All our tertiary institutions need to demonstrate enough political will to show that they will not condone any form of violations against female students, that they will uphold the dignity and rights of both male and female students as well as the rights of all the teachers.

PRIORITISE LEGAL AND POLICY FRAMEWORKS

It is hoped that the Sexual Harassment in Tertiary Institutions Bill is passed and assented to as soon as possible. All tertiary institutions should have a Sexual Offences and Harassment Policy, as well as a comprehensive Gender Policy.All lecturers, workers and students must be familiar with its provisions.

DEEPER CONCEPTUAL CLARITY

I once read the Gender Policy of one of our older Universities, as well as its Sexual Harassment Policy, which were both impressive. However, I was struck by the list of ‘Definition of Terms’ which seemed to serve the dual purpose of providing a contextual framework as well as explanatory notes for interpretation of the Gender Policy. I wondered why the word ‘Patriarchy’ was missing from this contextual framework. I am aware that in writing a policy document, we seek to build consensus, minimise tensions, soothe egos and frayed nerves and keep energies focused on shared goals. There is nothing wrong with this. However, if we all do not have an adequate understanding of what a problem is, we cannot find sustainable solutions.

Patriarchal social relations and structures has to be at the center of our analysis. Patriarchy is a system of male authority which legitimizes the oppression of women through political, social, economic, legal cultural, religious and military institutions. For us to understand violence against women, we need an appreciation of the structural and underlying causes which feed this menace from generation to generation and which creates an almost unbreakable cycle of oppression.

IMPROVE CONDITIONS OF LIVING FOR STUDENTS OF TERTIARY INSTITUTIONS

Sexual Harassment and violence against female students are often made possible by the substandard living conditions of students. Cramped accommodations, living in remote places because it is cheaper, lack of electricity and water, all endanger students, particularly females. There is also the issue of off-campus accommodations, which is quite common when the university does not have adequate space for students. Young people living away from home for the first time in their lives are particularly vulnerable. Many female students have been turned into sex slaves and maids, caring for the needs of male students, living out gender roles that they believe should be the norm, as they waste their educational opportunities on so-called boyfriends or ‘fiancés’. Tertiary institutions should take this issue seriously, and put in place strategies to support female students who might fall into these traps. Our university regulatory bodies should also address these concerns as they continue to grant licences to a plethora of public and private tertiary institutions across the country.

DISCOURAGE DISCRIMINATORY PRACTICES AGAINST STUDENTS

I know we live in times when young people tend to test the patience of their elders. There is nothing wrong in establishing dress codes that are binding on all and can ensure a certain level of decorum in public spaces, particularly tertiary institutions. I don’t think there is any parent who would want their child mistaken for a gangster or commercial sex worker. There should however be no excuse for deliberately violating the rights of young people, especially young women and exposing them to ridicule and harm. Several tertiary institutions for example, have embedded within their dress/moral codes strange provisions such as ‘no dark eyeglasses’, ‘no cross bags’, ‘no dreadlocks’, ‘no crazy-coloured braids for ladies’, ‘no bringing babies to the hostel/classroom’ to mention just a few items on a long list of things that are not allowed. This is no longer about how young people present themselves, this is about policing and dehumanizing them.

The weak link between the way female students dress and the pandemic of sexual harassment in our higher institutions has been debunked over and over but it keeps falling on deaf ears. This is a tactic for gaslighting and shaming victims instead of the perpetrators.

ENABLE SEXUAL AND GENDER BASED VIOLENCE SUPPORTINITIATIVES.

Tertiary Institutions should encourage Sexual and Gender Based Violence Support Initiatives.These can serve as safe spaces for education, awareness raising, personal support, access to rehabilitative resources, accountability, and all the steps required for a victim to become a survivor. There are a number of organisations that have served as an excellent resource when it comes to supporting students in tertiary institutions. Examples include Women Against Rape and Sexual Harassment (WARSHE) at OAU, GRIP in Ekiti State, WACOL in Enugu State and many others. Where it is feasible, there can also be student-led SGBV spaces so that students can support one another. Every tertiary institution should have a partnership with one of these kinds of organisations.

INTRODUCE SCHOOL-RELATED SEXUAL AND GENDER BASED VIOLENCE POLICIES FROM PRIMARY TO TERTIARY INSTITUTIONS

I would like to appeal to the educational architecture in the country, at Federal and State level, to put in place school-related SGBV policies. Theproposed SexualHarassment Bill will mostly address tertiary institutions. We need to target younger victims and beam the searchlight on the multitude of sexual predators in our primary and secondary schools, both public and private. We have a growing pandemic of sexual harassment and sexual violence in secondary schools and even primary, so we need to act on this urgently.

If young girls are unable to acquire an education in a safe environment and in peace, and go into the world to be the best they can, we will never achieve the development we seek. If our daughters have to spend their time in university dodging the clutches of teachers who are supposed to be their role models, then we have all failed. The leadership of tertiary institutions need to demonstrate that they are serious about the issue and will not condone a culture of abuse, silence and impunity.

I hope we can all go away with a renewed sense of urgency in addressing sexual harassment across campuses and continue to lend our voices in the advocacy for a transformed society. Thank you for your kind attention.

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