For my final blog post, I’d like to focus on the role of education in abating violence against women (VAW) worldwide. Of the three solutions I have proposed thus far––policy, media, and now, education––I feel as though the latter is perhaps the most important because it really gets at the root of the problem, namely the perpetual devaluation and denigration of women. Generally speaking, education is empowering––we know that. Indeed, a large part of my self-confidence comes from the education I have and continue to receive, and it’s what got my parents to where they are today. This kind of education may be even more crucial for women in conflict situations. A recent study by Jewkes et al. (http://whqlibdoc.who.int/publications/2002/9241545615_chap6_eng.pdf) showed that educated women display a lower risk of being abused (though the correlation is not entirely linear). This is because educational reforms 1) lead to safer, more informed practices by women and 2) empower women to take up jobs that do not lend themselves to abuse, such as prostitution.
These findings may seem obvious and, indeed, were covered thoroughly in class and in the readings. What is less obvious is that much of the physical and sexual harassment around the world takes place within educational settings. The aforementioned study cited some disturbing statistics:
- In a study of six African countries, 16-47% of female students in primary and secondary schools reported sexual abuse either by male students or by male teachers.
- In Botswana, 20% of female students were asked to engage in sexual activity with their male teachers.
- In Cameroon, male teachers were responsible for 8% of all sexual violence against girls.
- In Ecuador, 22% of teenage girls were assaulted by someone at school.
To bring it home a little bit more, a school-based study in Cape Town, South Africa asked high school girls to draw where they felt most unsafe at school. The following map shows that the most dangerous places according to the girls were: 1) the male teachers’ staff room, where girls would be summoned to do “errands,” only to be sexual harassed upon arriving 2) the bathrooms, where gangs would lie wait to assault girls and 3) the gates of the school, where former students would congregate and attack girls as they came in (Picture from http://siteresources.worldbank.org/INTGENDER/Resources/Education.pdf)


Thus, it appears that schools are at once major contributors to VAW and key advocates in the fight against VAW. As outlined by the Prepared for the Gender and Development Group (PREM, http://siteresources.worldbank.org/INTGENDER/Resources/Education.pdf), three steps can be taken to eliminate VAW in the school setting:
1. Implement policies that punish any type of sexual misconduct committed on school grounds. A good precedent for this is the 2000 Employment of Educators Act, which calls for the removal of instructors who engage in any type of sexual wrongdoing with a student.
2. Heighten the awareness and response to VAW in the school setting. This might include providing protection for girls on their way to school; training educators to detect cases of violence and abuse; and offering counseling services for victims.
3. Hold the community accountable for girls’ safe education. By involving the entire community, there will be increased awareness and openness about the problem. Likewise, tackling the problem as a group will prevent retaliation against individual girls.
Hopefully, these steps can begin to eradicate the prevalent and surprising problem of VAW in the school setting. As I see it, such schools are at a crossroads of sorts and how they respond to the aforementioned charges and statistics will go a long way in determining how women are treated from here on out.
