Sexism, Sexual Violence, Sexuality, and the Schooling of Girls in Africa: A Case Study from Lusaka Province, Zambia

Abstract

23 Texas Journal of Women and the Law 37 (2013)While the education of girls is central to development in Africa, persisting obstacles have prevented the full implementation of this goal. African countries have made significant progress in expanding girls' participation in schooling, yet many girls remain unable to access and benefit from a quality education on an equal basis with boys. This study, involving interviews of 105 schoolgirls in and around Lusaka, Zambia in May 2012, describes and discusses the following obstacles: (1) discriminatory treatment that reflects the persistence of sexist ideas about the position and capabilities of girls; (2) sexual abuse of schoolgirls, including constant harassment by boy pupils and requests for sex by male teachers; and (3) issues of sexuality involving teen pregnancy and societal attitudes toward sex. After presenting these findings and situating them in the social and economic context of modern-day Zambia, the article sets forth a variety of recommendations for change, including those of the girls interviewed, approaches attempted by the Zambian government, and others emerging from this study.

Teachers as perpetrators of gender‐based violence against girl students within schools: Voices of victims in Tanzania reveal

“…This scenario concurs with the study conducted by Bowman and Brundige (2013) in Lusaka, Zambia, which showed that the teacher beat the student after she refused to accept his proposal. They fear reporting the incidents of sexual harassment, fearing nothing would be done about it, and they would blame for what happened, and teachers would retaliate against them.…”

The Impact of Anti-Sexual Harassment Policies on Sexual Harassment Prevention in the Workplace

“…Instead, many of the policies endorsed sexual harassment myths that doubt and blame victims (Exposito et al, 2014;Hardt et al, 2022;Kara & Toygar, 2019;Lonsway et al, 2008). The findings support previous research from the sampled countries that show deeply rooted cultural norms that normalize sexual harassment and violence (Bowman & Brundige, 2013;Chireshe & Chireshe, 2009;Duma et al, 2016;Kampyongo et al, 2017;Kebirungi, 2021;Links, 2012;Machisa & van Dorp, 2012;Muasya, 2014;Newman et al, 2011;Nyaga, 2020;Wangusi et al, 2018;Wamoyi et al, 2022).…”

“…Several studies have identified sexual harassment as a problem at the University of Zambia, with perceptions of its severity differing by gender (Kampyongo et al, 2017;Menon et al, 2009Menon et al, , 2014. Bowman and Brundige (2013) report that sexual harassment and gendered norms of sexism and sexualization were rife in primary schools in Lusaka. Studies on secondary and postsecondary institutions in Zimbabwe also found sexual harassment is common, gendered, and under-reported citing cultural barriers (Chireshe & Chireshe, 2009;Mapuranga et al, 2015;Mlambo, 2014;Shumba & Matina, 2002).…”

I’m Not Sure This Is Rape, But: An Exposition of the Stealthing Trend

“…Issues around consent in the Global North seem to differ to issues around consent in SSA. Sexual violence is prevalent globally; however, certain localities in the Global South report higher rates of sexual violence compared with the rest of the world (Bowman & Brundige, 2013), especially sexual violence involving issues of consent. Indeed, sociocultural contexts have nuanced variations of what constitutes consent.…”

“…Despite the first reported case of stealthing occurring in a more gender-equal nation, gender and sexual violence is a global problem and is particularly rife in SSA countries, where intergenerational and transactional sex, in addition to patriarchal power, further limits women's sexual autonomy and agency. For instance, Bowman and Brundige (2013) report that in Zambia young girls are constantly exposed to sexual violence from an early age, with prevalence rates reported at 15% to 40%. This high prevalence exists despite the placement of age of consent laws that are meant to protect girls at vulnerable ages (Harrison et al, 2017).…”