School girls'experience of gender based violence: a study of selected secondary schools in Kaoma and Luampa districts of Western Zambia
Date
2017
Authors
Lubanze, Nkoopo Isaac
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia
Abstract
This study explored school girls’ experiences of gender based violence in selected secondary
schools in Luampa and Kaoma districts of western Zambia. A qualitative phenomenological
research design was employed in this study. Participants included twenty-eight (28) school girls
who had been victims of gender-based violence, four (4) School Administrators, two (2) DEB
Officials, and four (4) members of the community, all of whom were purposefully sampled. Data
was gathered by semi-structured interviews and focus group discussions.
The study established the causes and consequences of gender based violence against school girls
and factors that compel abused girls to remain silent, as well as the perpetrators of the violence.
The causes were centered on socialization and rigid treatment that girls face in Society School
girls who experienced gender based violence did not report their experiences, for fear of being
stigmatized, blamed, retaliated against, and not responded to by school administrators. Those
who reported their experiences did not receive appropriate help. Male teachers engaged in sexual
relationships with school girls and promised the girls money for food, school fees, and other
necessities. Some male teachers reacted, beat and punished the girls who refused their advances.
School girls also faced gender based violence from their male classmates who proposed sex to
them, touched their breasts or buttocks, or made sexual comments. Some boys threatened girls
who did not submit to their sexual advances and used physical violence by beating them.
School girls experienced gender based violence by men they encountered as they walked long
distances to and from school. Which negatively affected their education and health. Sexual abuse
exposed girls to sexually transmitted diseases, early pregnancy, injury or death from unsafe
abortions, depression and anxiety. They also lost concentration on their academic work,
transferred to other schools to escape the abuse and dropped out of school because of pregnancy.
Lack of policies for responding to reports of gender based violence and blaming girls made it
difficult for girls to report their experiences. Male teachers who sexually abused school girls
never received stiffer punishment but just transferred to other schools. The study however,
acknowledges the efforts put in place by the Zambian Government through the Ministry of
General Education to address violence against school girls. The Ministry has partnered with
some NGOs in empowering schoolgirls with knowledge to protect themselves against violence.
Zambian Parliament enacted in 2011 the Anti-Gender-Based Violence Act and the Education
Act, which provide protection and support for girls who experience school-based abuse.
The study concluded that different forms of gender based violence against school girls are
common in most Zambian schools. School girls suffer sexual abuse such as rape, defilement and
sexual comments and touching by teachers, male classmates, and the men they encounter while
walking to and from school. They also face physical and psychological violence such as ridicule
and beating from their male classmates, teachers and members of the community. Finally, the
study recommended that there was need to sensitize male teachers’ men and boys to take an
active part in the prevention and elimination of all forms of violence against girls and women.
Description
Thesis
Keywords
Violence--Girls--Secondary schools--Zambia , Gender based violence--School girls--Zambia