Gender-based violence (GBV) is a concept that encompasses a continuum of violence and abusive behaviors on the basis of sex and gender, intersecting with other dimensions such as age, ethnicity, disability, and sexuality. These facets of violence are found in a variety of contexts, including the university environment, where unequal power relations and organizational culture are specific risk factors.

In the last ten years, many campus-based SVSH (sexual violence and sexual harassment) interventions have been realized in university. The spread interest on SVSH reflects the need to intervene on these two phenomena as interrelated problems, as they often occur together, in the same context, like the academic one, characterized by close relationships complicated by power hierarchies.

Within this framework is the project “Understanding Gender Based Violence in Italian Universities” (PRIN Bando 2020 Project, Prot. 2020888HBY), which involves the Universities of Modena and Reggio-Emilia, Milan, Turin and La Sapienza in Rome, engaged in carrying out research focused specifically on sexual harassment occurring in universities. The results of a literature review conducted as part of the project (Zara et al, 2024) show the need to study the phenomenon and intervene on it with an intersectional approach.

Many of the studies included in the review aim to identify several risk factors related to SVSH victimization that, if properly systematized, could offer useful indications for implementing effective preventive interventions with an intersectional approach, paying attention to individual, relational and community risk factors.

Starting from individual factors, numerous studies included in the review showed that being female strongly affects the likelihood of being a victim of SVSH, a characteristic that applies to both female students and academics and staff. In general, what exposes personnel most to SH and/or SV are previous vulnerabilities related to macro-dynamics of power, social inequalities and cultural marginalization. Among both students, academics and staff, lesbian, gay, bisexual, transgender, queer, intersex, or asexual (LGBTQ+) and black, multiracial or indigenous persons are more vulnerable to SH and/or SV. Greater vulnerability is also found among female students who are younger, from urban rather than rural backgrounds, with a disability, economic vulnerability and with propensity to use alcohol.

Considering the interpersonal factors, students who come from socially disadvantaged families are more likely to be victimized, as are students who have already experienced bullying or other forms of SV. In relation to sexual violence, one factor mentioned in connection with the peer group is the prevalence of alcohol or drug use. As far as staff and academics are concerned, the presence of other forms of discrimination tends to be associated with SH. According to most studies, hierarchical and asymmetrical relationships also provide fertile ground for harassment, especially when there is little support from colleagues.

On a macro level (community-level factors), the academic context seems to foster a culture that could lead to the normalization of sexual harassment. It turns out that students often try to ignore or minimize the harassment even though they find it confusing, disturbing and embarrassing. Among the faculties considered, medical schools appear to be particularly at risk. Among students and academics, graduate students are more at risk of being harassed by staff than undergraduate students. This is related to the inherently unequal distribution of power that creates an environment in which some individuals are more at risk of gender-based violence. In the specific case of graduate students, dependence on faculty for financial support and other forms of access to networks, necessary for career development, can increase the risk of abuse.

In light of the many facets of vulnerabilities, to prevent and counter this phenomenon European Projects (like UniSAFE or GenderSAFE) rely on an ambitious multi-level comparative research design and a holistic analytical model, namely the 7P Model. This model integrates and extends the traditional UN and EU 3Ps (Prevention, Protection, Prosecution) approach (EU, 2020; UN, 2006, 2017) and the Istanbul Convention (2011) 4Ps (Prevention, Protection, Prosecution, Policy) approach.

This development was driven by several limitations identified in both UN/EU and Istanbul Convention models. While the UN and EU 3P model offers many advantages, it primarily focuses on violence against women. This narrow approach can reinforce harmful stereotypes and overlook the diverse experiences of marginalized groups, such as ethnic minorities, indigenous women, and women with disabilities, not taking an appropriate intersectional approach. The Council of Europe expands this approach, first, explicitly involving men and boys in prevention efforts, recognizing their crucial role in stopping violence. Moreover, it adds Policy to the UN/EU 3Ps, developing comprehensive national action plans and anti-discrimination measures. However, to effectively address GBV and specifically Sexual Harassment and Sexual Violence in academia, a broader approach is needed. The 7P model, in fact, places greater emphasis on prevention and treatment interventions, referring to Provision of services, i.e., the creation of ad hoc services dedicated to victims. The need for involvement of relevant actors at all levels (Partnership) is also point up. Finally, the seventh P related to Prevalence is introduced by stressing the need to collect data with an intersectional approach, taking into account, for example, people's ethnicity and origin, age, gender identity, sexual orientation, as well as their function within the organization.

 

(Focus by Oriana Binik)

 

Selected bibiliography: 

 

L.A. Anderson, S.C. Whiston, Sexual assault education programs: A meta-analytic examination of their effectiveness, in Psychology of Women Quarterly, 2005, 374-388

 

V.L. Banyard, Who will help prevent sexual violence: Creating an ecological model of bystander intervention, in Psychology of Violence, 2011, 216

 

M.A. Beres, G.J. Treharne, Z. Stojanov, A whole campus approach to sexual violence: The University of Otago Model, in Journal of Higher Education Policy and Management, 2019, pp. 646-662

 

F. Bondestam, M. Lundqvist, Sexual harassment in higher education – a systematic review, in European Journal of Higher Education, 2020, 397-419

 

L. Fedina, J.L. Holmes, B.L. Backes, Campus sexual assault: A systematic review of prevalence research from 2000 to 2015, in Trauma, Violence, & Abuse, 2018, 76-93

 

J.M. Gómez, Campus sexual harassment, other violence, and racism, Oh my! Evidence from Black Women undergraduates for a culturally competent university approach to Title IX, in Feminist Criminology, 2022, 368-383

 

A.L. Humbert, N. Ovesen, A. Simonsson, S. Strid, J. Hearn, A. Huck, Z. Andreska, M. Linková, V. Pilinkaitė Sotirovič, G. Blažytė, B. Pereira, UniSAFE D6.1: Report on the multi-level analysis and integrated dataset, 2022, disponibile su https://zenodo.org/record/7540229

 

C. Maxwell, E. Chase, I. Warwick, P. Aggleton, Preventing violence, promoting equality—A whole school approach, Institute of Education, University of London, WOMANKIND Worldwide, Londra, 2010

 

S. McMahon, J.J. Steiner, S. Snyder, V.L. Banyard, Comprehensive prevention of campus sexual violence: Expanding who is invited to the table, in Trauma, Violence, & Abuse, 2021, 843-855

 

L. Mergaert, M. Linková,  S. Strid, Theorising Gender-Based Violence Policies: A 7P Framework, in Social Sciences, 2023, 385

 

S. Merz, P. Jaehn, E. Mena, K. Pöge, S. Strasser, A.C. Saß, C. Holmberg, Intersectionality and eco-social theory: a review of potentials for public health knowledge and social justice, in Critical Public Health, 2023, 125-13

 

G. Zara, O. Binik, D. Ginocchio, I. Merzagora, A. Giannini, T. Addabbo, G.L. De Fazio, Looking for a preventive approach to sexual harassment in academia. A systematic review, in European Journal on Criminal Policy and Research, 2024, 1-29