Tittle Page

PREVALENCE ON THE PERCEPTION OF SEXUAL HARASSMENT AMONG

FEMALE UNDERGRADUATE STUDENTS OF FEDERAL UNIVERSITY WUKARI.

BY

IBRAHIM PAUL BABANGIDA

HMS/SOC/18/011

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

SOCIOLOGY, FACULTY OF SOCIAL SCIENCES, FEDERAL UNIVERSITY
WUKARI, IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
AWARD OF BACHELOR OF SCIENCE (B.SC.) SOCIOLOGY.

APRIL, 2023

i
 Declaration
I Ibrahim Paul Babangida with the Matriculation Number HMS/SOC/18/011 Declared that
this work is written by me and has not been published anywhere.

____________________________ _________________________

Signature Date

ii
 Certification

This project has been approved by the Department of Sociology, in the Faculty of Social
Sciences, Federal University Wukari.

Prof. Nnorom k. Signature/Date

Project Supervisor

Prof. Nnorom K. Signature/Date

Head of Department

______________________ ______________________

Prof. Wonotanzokan Nzeda Tagowa Signatnre/Data

Dean of Faculty

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 Dedication
This project is dedicated to Almighty God, the giver of life and my parents, Mr. And Mrs.
ladi Babangida, my beloved sisters (Miriam, Deborah and keturah ).

iv
 Acknowledgement
My white gratitude goes to the Almighty God the creator of all mankind for his faithfulness,
favor, grace and mercies towards me from the beginning of the Academic session to the end.
And for a successful project.

However, I am most grateful to my distinguish supervisor, a virtues man whom embedded

with sociological thought, more like a father, a great lecturer full of surprises and indeed a
friend. Prof. Nnorom Kingsley chukwuma, who despite all the stress and tight schedule
made out time to go through my work and help in making the necessary corrections.
However, he always encouraged me to carryon to the end. I pray that the almighty God in his
infinite mercy will richly reward you in abundant.

More also, my sincere gratitude goes to all my lecturers, in respect to my HOD Prof. Nnorom
Kingsley chukwuma, Dr. Emmanuel Durowaiye, Dr. O. A. Kareem, Dr. Daniel Rosemary,
Dr. S. O. Ameh, Dr. Madugu Doris, Mrs. Daikwo Lucy, mr John wajim, Mr Amadu
Abubakar, Mr O. Kelly, and many others for their immeasurable impact of knowledge and
wisdom into my life. I will forever remain grateful and loyal to you all.

Also to my loving and ever caring parents, Mr. and Mrs. Kadi Babangida, for their desire and
effort to see me through education and above all their prayers which brought me this far. I
couldn’t have asked God for more because they are all I will ever demand for. Also, thanks to
Mr. Geoffrey Nanbal Shipruit, and my lovely brothers, and sisters Miriam Babangida,
Deborah Babangida, keturah Babangida, zinas Jacob, Felicity Ezekiel, charity Ayuba, Hakuri
Ezekiel who supported me intellectually, emotionally, and financially.

Lastly to my good and loving friends Comr. Mbayang Luka Rikuye, comr. Geoffrey Butyen
who believed in me and gave me all the support I needed and constant encouragement, Ruth
kelechi, Mr. Danlami for his support, Geoffrey Nanbal (Auguste Comte) my forever mentor,
a gargantuan friend like no other, who carries my burden upon himself despite all, I am
grateful. Also Rahila Orume, awamyol, Amaka, Tanko, Theresa, morbok, shalom for giving
me all the necessary advice that promote this research. While to many, whom I could not list,
your presence in my life and for the role you all played, am indeed grateful.

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 Table of Content
Tittle Page..................................................................................................................................i

Declaration................................................................................................................................ii

Certification.............................................................................................................................iii

Dedication................................................................................................................................iv

Acknowledgement....................................................................................................................v

Table of Content......................................................................................................................vi

List of Table.............................................................................................................................ix

CHAPTER ONE.......................................................................................................................1

INTRODUCTION....................................................................................................................1

1.1 Background to the Study..............................................................................................1

1.2 Statement of the Problem............................................................................................3

1.3 Research Questions.......................................................................................................5

1.4 Objectives of the Study.................................................................................................5

1.5 Scope of the Study.........................................................................................................5

1.6 Significance of the Study..............................................................................................6

1.7 Definition of Terms......................................................................................................6

CHAPTER TWO.....................................................................................................................7

LITERATURE REVIEW AND THEORETICAL FRAMEWORK..................................7

2.1 Introduction...................................................................................................................7

2.2 Conceptual Framework.....................................................................................................7

2.3 Review of Empirical Literature........................................................................................9

2.3.1 Prevalence of Sexual Harassment Among Female Undergraduate Students............9

2.3.2 Factors Responsible for Sexual Harassment Among Female Undergraduate

Students...................................................................................................................................11

2.3.3 Implication of Sexual Harassment among Female Undergraduate Students..........16

2.3.4 Solutions to Sexual Harassment among Female Undergraduate Students..............19

2.4 Theoretical Framework...................................................................................................22

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2.5 Research Hypothesis/Assumption...................................................................................24

CHAPTER THREE...............................................................................................................25

RESEARCH DESIGN AND METHODOLOGY...............................................................25

3.1 Introduction.................................................................................................................25

3.2 Area of Study...............................................................................................................25

3.3 Research Design..........................................................................................................25

3.4 Population of the Study,.............................................................................................26

3.5 Sample Size and Sampling Procedure............................................................................26

3.6 Technique of Data Collection.....................................................................................27

3.7 Method of Data Analysis............................................................................................28

3.8 Limitations to the study..............................................................................................28

CHAPTER FOUR..................................................................................................................29

DATA PRESENTATION, ANALYSIS AND INTERPRETATION.................................29

4.1 Introduction......................................................................................................................29

4.2 Presentation of Data.........................................................................................................29

4.2.1 Response Rate................................................................................................................29

4.2.2 Bio Data..........................................................................................................................29

4.2.3 Thematic Issues.............................................................................................................31

Effects of sexual harassment on female students................................................................34

Factors responsible for sexual harassment on female students.........................................37

4.3: Test of Hypothesis...........................................................................................................40

4.4 Discussion of Findings......................................................................................................41

CHAPTER FIVE....................................................................................................................44

SUMMARY, CONCLUSION AND RECOMMENDATION............................................44

5.1 Introduction......................................................................................................................44

5.2 Summary...........................................................................................................................44

5.3 Conclusion.........................................................................................................................45

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5.4 Recommendation..............................................................................................................45

References...............................................................................................................................47

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 List of Table
Table: 3.1 faculties and Number of selected dept

Table 1: Marital status of the Respondents

Table 2: Age of the Respondents

Table 3: level of student

Table 5: Sexual harassment of female students is high in Federal University Wukari

Table 6: Sexual harassment of female students is low in Federal University Wukari

Table 7: Sexual harassment of female students is mild or moderate in Federal

University Wukari

Table 8: Sexual harassment of female students in Federal University Wukari is more

prevalent during school session

Table 9: Sexual harassment of female students is more prevalent when school is on

holiday

Table 10: Sexual harassment of female students is more prevalent among fresh/new
students

Table 11: Sexual harassment of female students is more prevalent among old female
students in Federal University Wukari…………………………………………………..
Table 12: Depression

Table 13: Fear and trauma

Table 14: Low self esteem

Table 15: Stigmatization

Table 16: Abandonment of academic pursuit

Table 18: Hatred on perpetrators

Table 19: Aggressive behavior

Table 20: Feeling of rejection

Table 21: Inadequate security on the campus

Table 22: Indecent dressing on the part of female students

Table 23: Lack of self-control on the part of men

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Table 24: Poor action and sanction on sexual harassment perpetrators

Table 25: Poor academic performance of female students exposes them to sexual
harassment

Table 26: Higher authorities should set up committee against indecent dressing

Table 27: Serious sanction for perpetrators who engage in sexual harassment

Table 28: Reporting cases of sexual harassment to school authorities

Table 29: Chi-Square Test for the First Hypothesis

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 Abstract

Sexual harassment is a topical issue in Nigerian universities due to its high occurrence. This
research discusses perception of the prevalence of sexual harassment on female
undergraduate student in Federal University Wukari LGA. It examines the prevalence of
sexual harassment among female undergraduate students and the factors responsible for the
prevalence of sexual harassment among female undergraduate students, as well as the
implication of sexual harassment on female undergraduate students and the ways of
curtailing sexual harassment among female undergraduate students of Federal University
Wukari. The research adopted descriptive survey method. Questionnaires were distributed
to 380 respondents who were randomly selected. The questionnaires were divided into two
sections (A-)B which contained open ended and close ended questions. The research used the
natural theory, socio-cultural theory and feminist theory to explain the issues relating to
prevalence of sexual harassment on female undergraduate student in Federal University
Wukari LGA. Against this back drop, the finding discovered that there is high prevalence of
sexual harassment on female undergraduate student in Federal University Wukari LGA. The
research also discovered that factors such as inadequate security on the campus, indecent
dressing on the part of female students as well as poor action and sanction on sexual
harassment perpetrators are responsible for the prevalence of sexual harassment among
female undergraduate students. The study also discovers that fear and trauma, low self-
esteem, stigmatization, abandonment of academic pursuit, hatred on perpetrators, aggressive
behavior and feeling of rejection are some of the implication of sexual harassment on female
undergraduate students. The research recommended that Federal University Wukari need to
discouraged seeming tolerance of sexual harassment in the institution through enforcement
of rules, policies and strategies for the prevention of sexual harassment as well as ensuring
that students disciplinary committees should be made up of men and women with proven
integrity so that cases of students’ misbehavour are not manipulated in exchange for sex.

Keywords: harassment perception, prevalence, sexual,

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 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The development of indigenous Nigerian society hinges mainly on values, norms and laws
among others, while issues related to sex were regarded as restrained matters because they
are hardly discussed openly. However, in the contemporary Nigerian society, issues related to
sex are now widely discussed without much restraint due to the fact that the relationship
between men and women have taken different dimensions especially in places of work,
worship, hospital, educational institutions, (Lawal, 2018). Sexual harassment is a social
phenomenon that is no longer confined to western countries, but Africa as a continent and
Nigeria inclusive. In Nigeria, sexual harassment has become a contemporary issue and
prevalent in the Nigerian tertiary institutions and it cuts across all cultures and faiths
(Makinde, 2018). According to Bondestam and Lundqvist (2020), one in approximately 33%
of women globally are exposed to physical or sexual violence from another person. These
statistics were higher in the European Union where it was estimated that between 45% and
55% of women had been exposed to sexual harassment during their working lives.
Bondestam and Lundqvist (2020) also noted that nine out of ten countries globally have laws
against sexual harassment in general. However, six out of ten countries globally lacked
adequate laws against sexual harassment in higher learning institutions and schools.
Bondestam and Lundqvist (2020) further argue that certain groups in society that are already
marginalized have a higher risk of being sexually harassed. In the context of the European
Union these groups include students who are race typed as non-white, or students with
functional disabilities and those who are lesbian or bisexual.

The American Psychological Association (2018) posited that sexual harassment occurs in
150,000 female students on campus. The same is true in several countries, such as United
state Norway, China, South Africa, and Nigeria which have a percentage incidence of sexual
harassment were 21.6%, 43.1%, 60%, and 33%, respectively. Most of the perpetrators came
from the students, lecturers, and staff of the college. The same thing also happened in
Indonesia, where the Center for the Study of Indonesian Law and Policy (2019) stated that
sexual harassment in the campus environment occupies the highest case compared to the
level of education below it. For example, a survey of the general population in China found

1
that 12.5% of all women had experienced past year sexual harassment. In contrast, a higher
prevalence (47%) of workplace sexual harassment was found among women faculty and
staff, in a study of college employees in Ethiopia.

In the USA, study among psychology students revealed a higher prevalence of sexual
harassment and unethical intimacy between postgraduate students and their supervisors than
undergraduate students due to frequent face-to-face interaction when seeking advice on their
research studies (Pololi et al, 2020).

As noted earlier, Sexual harassment is a global issue that has permeated the fabrics of higher
education institutions and many workplaces as long as humans (males and females) have
reasons to interact. This vices in universities and other higher education institutions is not
limited to western countries. In Africa, for example Universities in Ghana and Tanzania have
already integrated sexual harassment into course modules on Gender, Power and Sex to
address the challenge of male lecturers demanding sex from female students in exchange for
grades as a right.

Higher education institutions in Nigeria are not left out of this saga, for instance, it has been
affirmed that, in Nigeria sex for grades in the tertiary institutions is a reality and the male
lecturers in particular, perceived themselves as thin gods and such unprofessional behaviour
can be perpetuated unchecked (Anene & Osayamwen, 2016). The significant influence of
tertiary institutions in shaping society's future cannot be overstated. It was on this note that
Ibrahim, Sogbanmu, Omoju & Ukwaja (2020) posited that tertiary institutions serve as citadel
of knowledge for the advancement of humanity and possibility of building visionary future
leaders. However, the increase in incident of professional misconducts especially as it relates
to sexual harassments has negatively affected the repute of Nigerian tertiary institutions in the
country. Sexual harassment has now become prevalence in Nigerian tertiary institutions as
reported cases of sexual harassment among female undergraduate students has continued to
affect the development of the Nigerian educational system in all ramifications. Due to the
sensitive nature of the menace of sexual harassment, providing accurate statistics have always
been challenging but anecdotal reports show that it is rampant, with the victims mostly
females and the perpetrators are more likely to be male. At different time, female
undergraduate students have reported different form of sexual harassment gestures made by
randy lecturers to different authorities and very little of these complaints have been made

2
public either in the print or social media by journalist or by civil or pressure society
(Makinde, 2018).

In the same vein, sexual harassment of female undergraduate students in Nigeria has negative
effects on the victims such as psychological pain, melancholy, stigma etc. it also has a serious
psychological implication on the academic performance of the female undergraduate students
as well as contribute poorly on the health of the victims leading to fear, trauma, depression,
anxiety, loss of trust and most likely contracting sexually transmitted infections, Human
Immunodeficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS). In
addition, sexual harassment causes discomfort on the academic performance of the victims,
infringing on the victims right ( Julie, 2013 cited in Bello, 2020).

Therefore, regarding the fact that sexual harassment is on the increase in most of our tertiary
institutions in Nigeria, coupled with the challenges of Boko Haram insurgency that
condemned the modern system of education, It is worth noting that sexual harassment
is one of the challenges to sustainable economic, social and political development of
the nation. Hence, for a meaningful sustainable development to be achieved in Nigerian
education sector, harassment of female undergraduate students must be approached with
all seriousness. It is imperative therefore to equip female students in tertiary institutions
with abundant information which will help them protect themselves against sexual
harassment.

1.2 Statement of the Problem

Tertiary institutions all over the world including Nigeria are known for academic and moral
excellence aimed at shaping leaders and intellectuals for the development of the world.
However, the moral fabric that holds the tertiary institutions is seriously being eroded
because of the menace of sexual harassment of female students in a developing country like
Nigeria. Although, the menace is not only peculiar to tertiary institutions but across all
workplace where males and females interact and relate with one another. In recent times the
menace has negatively changed the integrity and respect accorded to people in the tertiary
institutions occasioned by incessant report of sexual harassment mostly directed at female
students.

In spite of sexual harassment being an issue that violates constitutions of many countries, it
remains an active problem everywhere globally in workspaces and in institutions of higher
learning (Minnote and Lergeki, 2019). Some researchers have described sexual harassment as

3
a chronic occupational health problem, denoting the fact that the phenomenon is widespread
globally (Quick & McFadyen, 2017). It is notable that the bulk of sexual harassment research
that has been conducted was mostly done on white European women. There are still gaps that
exist in understanding the notion of sexual harassment in other cultures, including in African
cultures (Quick, & McFadyen, 2017).

Meanwhile, there have being slight measures that have been adopted by Nigeria government
and other concerned stakeholders in order to stop the challenge of sexual harassment, among
female students. For example, in April 2018, Professor Richard Akindele of the Department
of Accounting Obafemi Awolowo University, Ile-Ife was accused to have sexually harassed a
female student named Monica Osagie (Alexandra, 2018; Lawal, 2018). Their recorded
exchanges where the said lecturer was verbally harassing the female student disclosed to the
media and became a matter of nation-wide discuss. The embattled Professor was investigated
and later found guilty of sexual harassment. He was sentenced by a High court Judge sitting
in Osogbo to a 2-year imprisonment making the conviction Nigeria’s first sexual corruption
case. Therefore, the challenges of sexual harassment surfacing in most of the tertiary
institutions that are supposed to be citadels of academic and moral excellence as well as the
negative consequences of sexual harassment might have slowed down the progress of female
undergraduate students in tertiary institutions which could equally cause psychological pain,
melancholy, stigma to the students.

In some developed and developing countries of the world, sexual harassment especially in the
educational settings has already being address through proper local policies and disciplinary
codes with different institutions put in place to implement the policies (Reena & Saheab,
2012). Countries such as the United States of America (USA), Pakistan, Ghana, Kenya and
South Africa have functional sexual assault policies in their respective educational
institutions (Joseph, 2015).

Despite Nigeria being known as the giant of Africa, the commitment toward eradicating
sexual harassment in our tertiary institution is still far from reach. While Section 42(1) of the
1999 Constitution of Nigeria (as amended) made an attempt to stop stereotype on the grounds
of sex against a Nigerian citizen, the breadth of the clause is narrowed and reasonably
selective. It is unfortunate that there is no federal legislative law combating sexual
harassment at the moment. The Sexual Harassment Prohibition Bill sponsored to the National
Assembly, is yet to be implemented (Yebisi & Olukayode, 2017). Until the bill is passed and

4
sign to law by the president, security agencies and other relevant stakeholders will continue
to face serious challenges prosecuting people involving in sexual harassment in Nigeria. The
successful two-year prison sentence reported in the first sexual corruption case against Prof.
Akindele on the grounds of sexual harassment, was revolutionary and seemed to signal a new
age of concerted efforts to tackle sexual harassment.

1.3 Research Questions

The research questions postulated for this study include the following:

1. How prevalence is sexual harassment among female undergraduate students of

Federal University Wukari?

2. What are the factors responsible for the prevalence of sexual harassment among
female undergraduate students of Federal University Wukari?

3. What are the implication of sexual harassment on female undergraduate students of

Federal University Wukari?

4. What are the ways of curtailing sexual harassment among female undergraduate
students of Federal University Wukari.

1.4 Objectives of the Study

The specific objectives of the study include the following:

1. To investigate the prevalence of sexual harassment among female undergraduate

students of Federal University Wukari.
2. To explore factors responsible for the prevalence of sexual harassment among
female undergraduate students of Federal University Wukari.
3. To determine the implication of sexual harassment on female undergraduate
students of Federal University Wukari.
4. To explore ways of curtailing sexual harassment among female undergraduate
students of Federal University Wukari.

1.5 Scope of the Study

It will be wide and too unmanageable for us to say that we want to carry a study on the
prevalence and experience of sexual harassment among female undergraduate students. To
escape this danger, the scope of this study will be reduce to prevalence and experience of
sexual harassment among female undergraduate students in federal university Wukari Taraba

5
state. But be that as it may, the study is intended to be used in generalizing on the issue of
prevalence and experience of sexual harassment among female undergraduate students in
Nigeria.

1.6 Significance of the Study

The significance of this study is divided into empirical and theoretical significance. One of
the empirical significance of this study will be, creating awareness to both staffs and
undergraduate students particularly female students in tertiary institutions on the implications
and problems associated with sexual harassment. Secondly, this study will bring to light the
various factors that contribute to sexual harassment among female undergraduate students in
tertiary institutions, as well as to proffer an enduring solution to the problem of sexual
harassment among female undergraduate students in tertiary institutions through its findings
and recommendations.

On the other hand, the theoretical significance of this study is that it will serve as a relevant
literature which will add to the existing theories on ways of protecting female undergraduate
students in tertiary institutions from sexual harassment. And to the new entrants into the field,
this study will help them to look into the challenges of the 21st century and how it practically
affects female students in tertiary institutions. Finally, the study will also be of immense help
to the general society, as it will help the society to appreciate and restore the dignity and
potentials of womanhood which will enhance equal gender right.

1.7 Definition of Terms

Sex: sex is an intercourse between a female students and a male lecturer or male non –
academic staff.

Sexual harassment: Sexual harassment refers to sexual advances made by male lecturers
including male students and male non – academic staff on female students which could be
verbal or non – verbal

Harassment: unpleasant sexual behavior toward a female undergraduate student

Sexual bribery: sexual bribery refers the solicitation of sexual conduct in the promise of a
reward.

Education: Education is the process of facilitating learning or the acquisition of knowledge,

skills, values, beliefs, and habits.

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 CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL FRAMEWORK

2.1 Introduction

This chapter offers conceptual framework as well as review of literature in thematic areas. It
also captures the theoretical framework.

2.2 Conceptual Framework

Sexual Harassment

Scholars in the field of criminology have all agreed that there is no universal definition of
sexual harassment, hence various scholars have defined the concept in various ways, for
instance Latcheva (2017) defined sexual harassment as any unpleasant gesture displayed to
an individual which could be insulting, intimidating, humiliating, malicious, degrading or
offensive, that continue to affect someone ‘s performance. The New York state (2019) also
defined harassment as discriminatory gestures that consist of words, signs, jokes, pranks,
intimidation, physical actions that are exhibited to an employee due to any protected
characteristic. The harassment may be based on age, gender identity, disability, marital status,
race, creed, colour, national origin, sexual orientation and criminal history.

In the definitions of Ogunbameru (2006) and Numhauser-Henning and Laulom (2012) they
both agreed that sexual harassment is perceived as undesirable sexual gestures for sexual
favour, physical, verbal or nonverbal conducts which make acceptance or rejection of such
sexual advances in an open or implicit form such as threats, intimidation, taunting, unwanted
touching, unwanted kissing, phonography, etc. According to Anene and Osayamwen (2016)
Sexual harassment is any form of unsolicited sexual behaviour aimed at placing an individual
at a disadvantage. Bonnie (2009) also described sexual harassment (SH) as any unwanted
sexual gestures, sexual preferences or sexual expressive conduct directed towards a person.
Gupta (2014) conceptualizes sexual harassment as an undesirable force of sexual pleasure in
a relationship of unequal power.

7
In an earlier study Fitzgerald et al. (1988) identified a three-factor definition that has been
broadly used in sexual harassments studies. The definition provides an exhaustive
classification scheme in sexual harassment cases. According to this model, behaviours
indicative of sexual harassment falls into three groups, namely gender harassment, unwanted
sexual attention and sexual coercion. Gender harassment, the most common type of sexual
harassment, involves verbal and non-verbal behaviors which are derogatory and hostile to
women. Unwanted sexual attention involves such issues as repeated requests for dates that
are not wanted. Finally, sexual coercion entails ‘quid pro quo’ behaviours that often come
with work or academic related benefits claimable upon accepting sexual cooperation (Butler
and Chung-Yan, 2011 p.732).

Olamide (2017) assert that sexual harassment is persistent and unwanted sexual advances
where the consequences of refusing are potentially disadvantageous to the victim. Olamide
noted that sexual harassment is particularly difficult crime to define and prove because it
dwells in the shadows. It resides in a world of my word against yours, often without
witnesses and collaboration. Yesufu and Adimula (2018) described sexual harassment as a
gender-based discrimination, victimization or deprivation that is sufficiently serious, and
interferes with or limits student’s ability to participate in or benefit from the institutions
educational programmes. Yesufu and Adimula further noted that sexual harassment presents
itself in power based differentials which manifest in the creation of a hostile environment that
breeds retaliation and victimization.

Supporting the above, Adebowale (2019) explained sexual harassment as bullying or

coercion of a sexual nature, or the unwelcome or inappropriate promise of rewards in
exchange for sexual favours. She noted that sexual harassment has become societal problem
in the recent time, mould into different shapes starting from sexual abuse to rape. It is illegal
and a demoralizing act. Campbell (2017) observed that sexual harassment is really not about
sex. It is about power and aggression and manipulation. It is an abuse of power and problem.
Sexual harassment can be said to be an undesirable sexual gesture which include verbal or
physical harassment of a sexual nature which in turn create a hostile environment. However,
sexual harassment has basically been conceptualized as women’s subject; this does not totally
say that men are not harassed, but the rate is low with few negative psychological
consequences of sexual harassment compared to women. Despite the reality it is often
disclaimed or trivialised (Bello, 2020).

8
2.3 Review of Empirical Literature

2.3.1 Prevalence of Sexual Harassment Among Female Undergraduate Students

Bondestam and Lundqvist (2020) were of the view that one in approximately 33% of women
globally are exposed to physical or sexual violence from another person. These statistics were
higher in the European Union where it was estimated that between 45% and 55% of women
had been exposed to sexual harassment during their working lives. The study by Bondestam
and Lundqvist (2020) also noted that nine out of ten countries globally have laws against
sexual harassment in general. However, six out of ten countries globally lacked adequate
laws against sexual harassment in higher learning institutions and schools.

Imonikhe, Idogho, and Aluede (2011), who conducted a study of 200 lecturers and 200
students of tertiary institutions in Edo state, reported that the majority of the respondents
agreed that sexual harassment is prevalent in these institutions. They also found that the range
of sexual harassment reported by teachers and students in tertiary institution was extensive.
Likewise, Okeke (2011) found in her study on sexual harassment of women undergraduates
in the Anambra State of Nigeria that 64 percent of the participants had been touched
inappropriately by a faculty member, 71 percent had experienced inappropriate gestures
directed to them and 80 percent had inappropriate jokes told in front of them. Omonijo and
associates (2013) examined the prevalence of sexual harassment on three faith based private
universities in the Ogun State, South-west Nigeria. Using recorded data, between 2008 and
2012 and results from a questionnaire with female students and members of staff, they found
that the majority of female students experienced sexual harassment on campus, but many did
not report it to the institutions.

Otekunrin, Makinde and Adepoju (2017) found in their study that 69.8% of female graduates
reported having been sexually abused at school by their male peers and lecturers. Also,
32.2% of female disclosed they get sexual gestures in trade for academic favours while only
29.4% receive undesirable sexual touching. Examining the prevalence of sexual harassment
among university students, Omorogiuwa (2018) found that prevalence of sexual harassment
was shown to females more than males and that females experienced negatively when
harassed than males. In his research on sexual harassment at Ebonyi State University,
Ogbonnaya (2011) found that 89.5 per cent of respondents had knowledge of female sexual

9
victimization, while only 36.7 per cent of female students had experienced the threat of
sexual harassment, only 50.9 per cent of such actions had been committed by university staff.

Similarly, a study by Imonikhe, Idogho and Aludede (2011) on forms of sexual harassment in
public tertiary institutions in the state of Edo found that 70 per cent of teachers and 69 per
cent of students believed there was sexual harassment in their school. Abe's (2012) report on
sexual harassment among university students found that 85 percent of female students had
encountered one type of physical harassment at school, while only 9 percent had experienced
physical abuse. Omonijo et al (2013) found that 40-50 per cent of female students were
sexually abused, while 30 per cent of those who were harassed did not report the incident to
the school authorities.

Thus, the hidden nature of this menace makes the cases of sexual harassment to be
underreported despite high incidence of this menace in our tertiary institution (Joseph, 2015).
Despite this fact, there are still some cases of sexual harassment that was popular and
reported in the media. In April 2018, Professor Richard Akindele of the Department of
Accounting Obafemi Awolowo University, Ile-Ife was accused to have sexually harassed a
female student named Monica Osagie (Alexandra, 2018; Lawal, 2018). Their recorded
exchanges where the said lecturer was verbally harassing the female student disclosed to the
media and became a matter of nation-wide discuss. The embattled professor was investigated
and later found guilty of sexual harassment. He was later sentenced by a High court Judge
sitting in Osogbo to a 2-year imprisonment making the conviction Nigeria’s first sexual
corruption case. Another mind-blowing revelation regarding sexual harassment in our tertiary
institution was reported by an investigative journalist of the British Broadcasting Corporation
(BBC) named Kiki Mordi, (who disguised as a 17-year-old admission seeker) and a senior
lecturer, Dr. Boniface Igbeneghu on the campus of the University of Lagos. The 13-minute
viral video showed how the lecturer was caught demanding for sex from the disguised student
before he could help her secure admission into the institution. In another similar
development, a lecturer also from University of Lagos Dr. Samuel Oladipo, was caught
demanding sex from a female admission seeker before he could help the student secure
admission into the school in the viral video. The University of Lagos management after
evidence suspended the two lecturers involved in the shameful act.

Recently, another sexual harassment occurred in the Ibadan Polytechnic between Mr. Ajadi,
lecturer in the Department of Urban and Regional Planning, Faculty of Environmental

10
Studies, and 31-year-old Modinat Balogun. Investigation revealed that Mr. Ajadi has been
sexually harassing Modinat Balogun. This fact was gotten though some recorded telephone
discussions, which went to public domain in 2019. The management suspended Mr Ajadi
from the school and set up an investigative panel to thoroughly investigate the sexual assault
between the lecturer and the said student. On Friday, September 11, 2020 upon report of
investigation, found the lecturer guilty of sexual harassment. The governing councils of the
institution therefore terminated the appointment of the said lecturer. In 2020, another lecturer
Mr Olabisi Olaleye, from Obafemi Awolowo University, Ile-Ife also sexually harassed his
own student named Motunrayo Afolayan. The university upon evidences dismissed the said
lecturer from the university. In the same university and year, Mr Omo-Etan, a lecturer at the
institution's Distance Learning Centre, was suspended for sexual abuse of a 19-year-old
female student via a telephone conversation. He was later suspended by the school
management and also handed over to the police for allegation of sexual assault. It can be seen
that the abuse of female students is practically the same in many tertiary institutions in
Nigeria.

2.3.2 Factors Responsible for Sexual Harassment Among Female Undergraduate

Students

Indecent dressing

Lawal (2018) argued that a very critical, but under-studied, cause of sexual harassment is the
female students serving as “initiators” of the process. The author posited that it is important
to note that some female students in Nigerian tertiary institutions deliberately use sex as a
weapon for academic and economic survival. It has been established from a survey of sexual
harassment in Nigerian Academia that, in most cases, female students out of desperation do
propose sexual intimacy to their lecturers in lieu for academic rewards. In fact, a number of
lecturers confirmed that they had been sexually propositioned by female students while some
female students agreed that it is normal to date a lecturer if the girl wants to have “fun” and
the faculty staff can provide it for her (Lawal, 2018).

Olamide (2017) was of the view that indecent dressing by some of the female students on
campus has also increased the occurrence of sexual harassment. Some students often time
wear dress that revealed their nudity or nakedness to lecturer offices, or lecture room which
tempt some male lecturers with poor self-control into seeking sexual relationship with these

11
female students. In a situation when these female students disagree with their sexual
advances, such person who is in a position of power resort to engaging in sexual harassment.

Similarly, Muhammad et al., (2017) posited that while perception with regard to indecent
dressing might differ, generally dressing that is revealing might influence the opposite sex in
the school environment to initiate social interaction that might subsequently lead to sexual
harassment. Wearing skimpy or transparent clothes for example, may arouse the sexual
emotion that could lead to physical, verbal and nonverbal sexual harassment. Studies have
shown that campus girls who are dressed skimpily are usually prone to receiving
compliments, wishes and having their demands gratified (Muhammad et al., (2017).

Meanwhile, Caroline and Rofiyat (2020) argued that the issue of indecent dressing among
female students as a predisposing factor for harassment is still hinged on patriarchy that finds
expression in lack of respect for women and the concomitant perception that women are to be
exploited and intimidated. to be sure, indecent dressing among women dresses is not a
justification for attacks and rape. How many decent men have raped women no matter how
they are dressed? The signal that this issue of revealing dresses is sending is that the society
is blaming the woman for being raped, but exonerating the culprit. This could explain the
reason for failure to report on the part of the victims because they do not want to be ridiculed
or stigmatized and humiliated by the public. Most female victims believe that reporting their
harassment experiences will hardly make any difference in a society that indulges males
(Caroline and Rofiyat, 2020).

Nowadays, academic performance of students including female students is on a serious

decline. This is because tertiary education is increasingly view as a social vocation with many
students preferring to engage in cultism or high-class prostitution. This situation therefore
makes female student vulnerable for a male lecturer to threaten a female student with failure,
because such lecturer is aware that the student is below average or is not serious with his
academics. In another vicious cycle, some female students are of the view that they can have
good grade once they are willing to have sex with their lecturers (Lawal, 2018).

Institutional causes

Makinde (2018) observed that a number of the Nigerian tertiary institutions have sexual
harassment policies but these are largely paper based documents domiciled in a file at the
sexual abuse office or any other office in the administration unit of the institutions. The

12
author revealed that sexual harassment is compounded by the lack of a proper laid down
procedures for complaints and addressing those complaints. From the survey, over 50% of
students and 45% of academics in various Nigerian universities believe that their institutions
do not have a good and transparent laid down procedures for reporting sexual harassment.
There is also a nonchalant attitude from most university managements and are not doing
enough to enforce professional ethics among academics. In fact, studies across the country
have clearly suggested this, as a reason for failure of the victims to officially report the cases
of sexual abuse making the culprits getting away with it. Also, poor vetting of academics by
the University management at the point of employment is a major concern (Makinde, 2018).

The lack of legislation on sexual harassment in Nigeria continues to cause female sexual
harassment in our tertiary institution. That is why either reported or unreported; the threat of
sexual assault against women will remain high in our tertiary institution if adequate
legislation on sexual harassment in the workplace, including tertiary institutions, is not
enforced.

Some lecturers in Nigerian tertiary institution lack academic integrity to diligently carry out
their duties as an academia. In some cases, these lecturers are not always satisfied with self
not until they sexually harassed their students all because they know they have the power to
do so with little or nobody checkmating them of such deviant act. Most of the lecturers that
lack this integrity see no reason why they cannot date their students (Olamide, 2017).

To further buttress this point, Mohammed, Temitope, Oluwasola and Kingsley (2020) were
of the view that an inherent failure to control sexual urge under different forms of
provocations (lack of self-discipline) is the major driver of sexual harassment. Sadly, this
deficiency is prevalent among most male lecturers as confirmed by a study on the integrity of
the Nigerian University system, where 86% of the interviewed academic staff had sexually
harassed a female student at one point or the other in their lecturing career. Other causes of
sexual harassment among lecturers are moral weakness, poor remuneration of academics,
unwieldy powers of lecturers over courses and single individual course instruction.

Societal causes

The incessant stereotype against female gender has also contributed in no small measure to
sexual harassment being experienced mostly by females. Hence, Anene and Osayamwen
(2016) rightly describe sexual harassment as an end product of gender inequality. The general

13
phenomena leading to violence against women effectively downgraded the chances of female
students to legal, social, political and economic equality in society in order to stand up and
challenge sexual harassment.

Amukugo (2017) assert that the patriarchal configuration of many African societies,
including Nigeria has also contributed to the increasing incidence of sexual harassment
among female students. This is because females are considered to have a lower status than
males and are frequently seen as having poor power relationships. This is why when women
raise issues of sexual harassment in the society they are often labelled as trouble-makers or
are often blame for such harassment. This has discouraged many female students to report the
incident of sexual harassment either directed at them or their female friends on campus
(Amukugo, 2017).

Supporting the above, Adebowale (2019) explained that people who are morally and ethically
unfit for teaching profession are appointed/employed and end up promoting the sex-for-
grades menace. Also, the society places a “high premium” on the higher qualifications which
makes students have the quest to acquire the qualifications at all cost and this predisposes
some students to subject themselves to the sex-for-grades business. Finally, there is a general
decline in morality and ethical values in the society that has contributed to sexual harassment

Inadequate Security

The poor state of security in Nigerian tertiary institution has also in a way encouraged sexual
harassment. This is because poor policing as a result of poorly staffed security outfits on and
outside campus have given avenue for undesirable elements such as students and lecturers the
right to harass female students on campus. There have being reported cases of female
students been raped by lecturer in their office or by male students in an ambiguous location
on campus without the security arresting the culprit (Okoroafor & Ojinma 2014).

Poverty

Taiwo, Omole & Omole (2018) in their research on Sexual Harassment and Psychological
Consequence among Students in Higher Education Institution in Osun State, Nigeria,
presents the various reasons identified to be responsible for continued perpetuation of sexual
harassment. Poverty (55%) was rated very high among the causes. Other causes include
provocative dressing (20%), laziness of female students in studying to pass examinations

14
(5%), Lust from the male lecturers (12%), poor system for redress (5%) and the least rated
cause is bad influence (3%). The authors were of the view that poverty has been implicated as
the major reason for many females yielding to sexual advances even when they are
dissatisfied with such actions. This also has a direct link with influence of bad friends who
motivates them to engage in unholy actions in order to belong to a particular social class their
parents cannot afford. Most female students from poor background who have not developed
clear values and future goals are particular target of negative peer influence.

Similarly, Imonikhe, Aluede & Idogho (2017) posited that Female students have greater
vulnerabilities to unwelcome sexual advances from Lecturers or officials in position of
authority. Many poor students who are also negatively influenced by peers are prepared to
offer their bodies in exchange for scores in their examinations. Cases of rape continue to
flood the pages of the newspaper on a daily basis yet without any active response for redress.
Existing structures are not sufficiently equipped to address issues relating with sexual
harassment. The overall effect of these issues manifest in increased school drop-out, low
skilled graduate, low productivity, aggression, mal-adjusted young adults who are not capable
of contributing to national socio-economic development of Nigeria.

Furthermore, Olamide (2017). asserts that if parents fail to pay costs related to school, female
undergraduate students were said to use their bodies as economic assets to get rid of the
economic pressure. female undergraduate students especially from a poor background engage
in sexual relationships with lecturers so that they will have money to afford such things like
cosmetics, and pocket money. Thus, students not only engage in transactional sex to obtain
better grades but also due to economic hardships. The author also noted that lecturers utilize
the poor situation of some female undergraduate students and sexually abuse them in the
process of taking care of their needs. Lecturers take advantage of poor vulnerable female
undergraduate students and ask for sexual favours in return for economic benefits. Some of
the relationships between lecturers and poor female undergraduate students were said to have
the approval of parents who perceive them as possible route to financial assistance for the
household. Orphan-hood was also given as an example of a serious driver to sexual
harassment by lecturers. Orphans usually lack school fees and have an overwhelming
responsibility of looking after other siblings. Some lecturers find these orphan learners easy
prey to satisfy their sexual drives.

Lack of moral values

15
Otekunrin, Makinde and Adepoju (2017) found in their study that some of the female
students deliberately engage in sexual relationship with lecturers toS acquire the status of a
“super girl” on campus where they derive great pleasure and are highly thrilled. Conversely,
some students, directly or indirectly, initiate romantic and sexual intimacies with lectures
because they are lazy and academically very weak with the hope to exploit the sexual
relationship to acquire undeserved grades as a cover for the academic weakness.

However, Otekunrin, Makinde and Adepoju (2017) were of the view that it will be naive for
anybody to believe that it is only males who harass females. Accusing fingers pointing at
males do not exonerate the females from this societal menace. The only reason why it may
not be easily discerned that a female is actually harassing a male is that females are more
subtle in their approach. Females also harass men by their indecent way of dressing. Some
female students sexually harass their male lecturers. They do not attend lectures, preferring to
consult with the lecturers privately. They know the power they possess and they exploit this
to the fullest. They flaunt themselves and taunt the lecturers into sacrificing their conscience
and integrity on the altar of immorality. Hardly could a day passes in Nigeria today without
stories and reports of sexual harassment in tertiary institutions in Nigerian newspapers

According to Imonikhe, Idogho and Aluede (2011), there are female students who can push
themselves to sexual harassment by seducing male tutors or lecturers to assist them to write
their examination or be awarded unwarranted grades in the examination. Through seductive
behaviour, female students may insist requests for dinner, drinks or dates, persistent excuses
when they have missed deadlines for submission of assignments, phone calls and other
invitations (Adebowale, 2019). One way of doing this could be their dress-code when
attending lectures or lecturers’ offices. In a study conducted in Nigeria, Imonikhe Idogho and
Aluede (2011) found that lecturers cited that as a result of revealing attire worn by female
students, they hardly concentrate, hence they make sexual advances. The solicitation of
sexual activities or other sex-linked behaviour, promises of rewards and the proposition either
explicit or subtle is called sexual bribery (Finn,2004)

2.3.3 Implication of Sexual Harassment among Female Undergraduate Students

The threat of sexual assault in Nigeria's tertiary institutions has far-reaching consequences
not only for female students, but for the university as well as for the nation as a whole. It was
on this note that Adimula (2018) posited that sexual harassment is often associated with

16
assault, bullying, coercion, discrimination, favoritism; exploitation and intimidation as vices
that play out in the sexual encounter leaving the victims with long-term pains that devastate
their psychological well-being. The author further point out that sexual harassment usually
has devastating effects on the victims, which include poor academic performance, loss of
self-confidence, negative health outcomes and well- being thereby making them in some
cases less productive. As was observed by Adedokun (2005), sexual harassment makes the
victims uncomfortable, undermines the integrity of the academic environment and prevents
its victims and their peers from achieving their full potentials. This is because many victims
of sexual harassment feel despondent, dirty, guilty, ashamed, unsafe and angry with their
environment. This was corroborated by Denga and Denga (2004), that an intimidating hostile
environment created as a result of sexual harassment may prevent the victims from achieving
maximum productivity based on incessant fear and apprehension. Furthermore, Owoaje
(2010) and Imonihke et al. (2011), found that victims suffer low academic performance,
depression and insecurity after a harassment encounter. in addition, many of the victims of
sexual harassment may experience unwanted pregnancies, abortions, loss of womb and other
life- long health hazards.

In the same vain, Caroline and Rofiyat (2020) were of the view that sexual harassment results
in decrease in academic performance, makes the victim to appear loose, ostracism from
friends and colleagues, causes public humiliation, depression, anxiety, increased blood
pressure, stress, abortion and loss of womb from illegal abortion. This is an indication that
sexual harassment has serious negative implications for short and long term health of the
victims. These health issues are capable of living with the victim until death. This showed
that sexual harassment is not just about that sexual episode but can constitute an indelible
scar in the life of the victim. This scar can stifle the victims ambition, zeal, self-confidence
which have serious implications for what the individual eventually becomes. Several young
women had died trying to procure illegal abortions due to unwanted pregnancies that may
have resulted from rape (Caroline and Rofiyat, 2020). This shows how serious the issue of
sexual harassment could be particularly in tertiary institutions in Nigeria.

Similarly, Shi and Zheng (2021) posits that there are several health implications of sexual
harassment, particularly the physical and emotional life of the victim. Female's victims are
frequently presented with HIV/AIDS and other sexual issues such as transmitted infections,
unwanted pregnancy and other health problems. Adimula (2018) further assert that sexually

17
harassed individuals can suffer through a number of psychological effects ranging from
irritation and frustration to anxiety, stress, and trauma. Depending on the situation, a victim
can experience anything from mild annoyance to extreme psychological damage, while the
impact on a victim's career and life may be significant and also leave them in ruins.

Furthermore, Campbell (2017) observed that there are many physical and psychological
reactions in response to discriminatory experiences. These include gastrointestinal disorders,
jaw tightening, teeth grinding, dizziness, nausea, diarrhea, tics, muscle spasms, fatigue,
dyspepsia, neck pain, back pain, pulse changes, headaches, weight loss, weight gain,
increased perspiration, cold feet and hands, loss of appetite, binge eating, decreased libido,
delayed recovery from illness, sleep disruption, increased respiratory or urinary tract
infections, recurrences of chronic illnesses, ulcers, irritable bowel syndrome, migraines,
eczema and urticarial. Campbell (2017) also pointed out that other psychological symptoms
of sexual harassment could be persistent sadness, negative outlook, irritability, mood swings,
impulsivity, emotional flooding, anxiety, fears of loss of control, excessive guilt and shame,
escape fantasies, compulsive thoughts, rage episodes, obsessional fears, crying spells,
persistent anger and fear, decreased self-esteem, self-doubt, diminished self-confidence,
decreased concentration, feelings of humiliation, helplessness, vulnerability and alienation.
Psychiatric disorders reported have included anxiety disorders, post-traumatic stress disorder,
acute stress disorder, dissociation disorders, somatization disorders, sleep disorders, sexual
dysfunction disorders, psychoactive substance abuse disorders, depressive disorders and
adjustment disorders (Campbell, 2017).

According to Shi and Zheng (2021) sexual harassment undermines the integrity of the
academic environment, and it prevents its victims from achieving their full potential. For
instance, graduates with certificates obtained through favours or sexual consent are not worth
the certificates they have been conferred. This is clearly demonstrated in the performance of
the half-baked graduates produced into the labour market in recent times. Many seasoned
lecturers and researchers in whom much resources of the nation have been expended have
been lost and their careers terminated through cases of sexual harassment. The image of
those involved in sexual harassment and those of their family members are often tarnished
within the immediate environment. In most cases the consequences for female victims can be
reflected in psychological pains, revulsion, or hatred towards the harasser or other men,
victims often feel cheap, dirty and vulnerable.

18
Similarly, Glass et al., (2020) argued that sexual harassment of female is capable of affecting
the reputation as well as lowers the standard and rankings of our tertiary institution in
Nigeria. This is because certificates which should be bagged on merit are now gotten through
Sex-for-marks and this is constantly seen by the international communities. Also, the
perpetrators of sexual harassment will not only be a mockery in the society, it will also affect
a long-life stereotype effect on the family image. Sexual assault is also a form of violation of
the fundamental human rights of certain victims, in particular their right to human dignity and
the right to freedom of movement.

In the same vein, Minnottee and Legerski (2019) were of the view that sexual harassment can
threaten a student’s physical and emotional well-being, influence how well a student
performs in school, and make it difficult for the student to achieve her career goals. In
addition, the memory hardly fades away rather; it continues to trigger a feeling of depression
that can make the victim develop a withdrawal syndrome particularly from men with long-
term impact on decision to be married. Females who are presented with the issue of sexual
assault by their lecturers are often frustrated either by losing interest in their academic history
or by a long-term drop out of school. This has significant effect on the girl child education
and increased rate of female illiteracy in the country (Minnottee & Legerski, 2019).

The implication of sexual harassment on a student’s educational progress and attainment of

future goals is very significant and should not be underestimated. As a result of sexual
harassment, a student may have trouble in learning or drop out of school, lose trust in school
officials, become isolated, nurse constant fear for personal safety and have low self-esteem
which may prevent the student from achieving her maximum potential (Bondestam and
Lundqvist, 2020).

2.3.4 Solutions to Sexual Harassment among Female Undergraduate Students

Any attempt by colleges and universities to address the issue of sexual harassment must take
a holistic approach to the problem. This would require more than a general policy of sexual
harassment program, but it would require the efforts and support of the campus
administration, faculty, employees, and students and the continual training of all members of
the campus community, as well as a procedure that encourage, not merely allows, complaints.
Thus, Ahmed and Tijjani (2019) discovered that different surveys across Nigerian tertiary
institutions have clearly indicated that as high as 73% of sexual harassment cases might not

19
be reported suggesting that the issue is extremely under reported. This is largely attributed to
threat, fear of victimisation, shyness and lack of trust in the reporting and disciplinary
systems. Thus, the authors were of the view that universities should set up strong
whistleblowing policies that allow the reporting of sexual harassment while the identity of the
reporter/victim is completely protected. Subsequently, discreet investigations by highly
trusted academicians should be conducted to verify the claim and if found to be valid, the
perpetrators should be punished according to the established regulations.

Moreover, Fredrik et al (2020) posited that it is worthy of note that the Anti-Sexual
Harassment in Tertiary Educational Institutions Bill recently passed second reading.
However, so far, the major predicament is the successful implementation of punishment
systems against the perpetrators within the universities. In fact, surveys have indicated that
the lecturers engaged in sexual harassment are merely subjected to face disciplinary
committees for formalities and even if found wanting, they are usually not punished.
Therefore, the authors recommend the establishment of sound, functional and gender
balanced disciplinary committees for sexual harassment which is open to receiving reports
(through whistleblowing or other avenues). Also, the relevant university bodies responsible
for implementing the recommendations of the disciplinary committee should be empowered
to execute the duties diligently. Fredrik et al (2020) further propose that universities should
initiate policies for courses to be taught and graded by more than one lecturer at every point
in time. Furthermore, except for highly specialized courses with limited expertise, no lecturer
should be allowed to instruct a course for more than three academic sessions. Also, internal
vetting processes, within and across departments, should be initiated to confirm compliance
during marking and results compilations.

The university units in charge of sexual harassment policies should be empowered and
mandated to use all available means to orient and enlighten both academics and students
about the existence of the sexual harassment policies and what those policies entail. Perhaps,
organising workshops and trainings may be worthwhile but the media drive should be the
main focus (Eliana, 2019). Similarly, deliberate efforts should be made by institution
towards re-orientating the female students to refrain from all sort of relationship with
lecturers, except for academic purposes. This could be achieved by aggressive awareness
campaigns via the social media platforms including short (dramatized) video clips that can

20
easily go viral and subconsciously limit the feeling of a “supergirl” for relating with lecturers
(Ahmed and Tijjani, 2019).

Olamide (2017) assert that majority of female students across the Nigerian tertiary education
system have revealed that indecent dressing is a major contributor to sexual harassment.
Although, we are aware of the existence of dress codes in most of the institutions, we further
suggest that deliberate efforts should be made to encourage students to respect such dress
codes. The author further posited that there is no doubt that the ASUU and other university
unions are important stakeholders in shaping the integrity of the Nigerian educational system.
Therefore, the union should initiate activities aimed at enhancing professional ethics
including sexual harassment policies, especially among the young academics. Furthermore,
some sort of disciplinary measures from the union should be designed for misconducts and if
it exists, there is a need to re-lunch such measures to enhance the professionalism and
integrity of its members. At the least, the unions should distance themselves from
perpetrators of sexual harassment, even by making statements. Furthermore, deliberate efforts
by the unions should be made to debar any member with sexual abuse record/history from
becoming an executive of the union at all stages (Olamide, 2017).

The Nigeria's Senate has passed a bill aimed at combating sexual harassment as part of a
broader move to uphold ethics in the nation's universities. University lecturers found guilty of
sexually harassment or teachers who make sexual overtures towards students could be jailed
for two years under the proposed law. It also prescribes fines or jail terms for university
administrators who fail to probe allegations of sexual misconduct brought against staff
members. The Senate at its plenary session of Tuesday, 7 July 2020 passed the Sexual
Harassment Bill, 2020 (SB 77) which seeks to prevent, prohibit and redress the sexual
harassment of students in tertiary educational institutions. Presenting the report of the
Committee on Judiciary, Human Rights and Legal Matters, Chairman, Sen. Opeyemi
Bamidele stated objectives of the Bill to include:

1. Prohibiting the offence of sexual harassment of students in tertiary institutions;

2. Criminalizing the act of neglect or failure of administrative heads of tertiary
institutions to address complaints of sexual harassment within a specified period;
3. Creating a strict liability offence by removing mutual consent, as a defense in the
prosecution of sexual harassment cases in tertiary educational institutions; and

21
 4. Maintaining and sustaining the fiduciary relationship that exists between educators
and students with the aim of making tertiary institution a conducive center of learning
and moral rectitude. (CNN, 2020).

2.4 Theoretical Framework

Natural/Biological Theory

Those who belong to the Natural School interpret sexual harassment as a natural sexual
attraction between people. According to this model, men have stronger sex derives, and are
therefore, biologically motivated to engage in sexual pursuit of women. Thus, the harassing
behaviour is not meant to be offensive or discriminatory, but is merely the result of biological
urges. Some major adherents of this theory include; Catharine Mackinnon, Mary Rowe, Lin
Farley McGraw-HillIts and the host of others. Biologically, men have strong physiological
urge for sexual activity hence may exert coercive powers towards women in order to satisfy
the sex drive (Farley, 1978; MacKinnon, 1979). This implies that a person may not have an
intention of sexual harassment but still would involve in the act owing to the motivation
provided by the opposite sex attraction which is a natural attribute, thus harassing behavior
may not necessarily be interpreted as offensive or discriminatory. Therefore, according to this
model the concept of sexual harassment is a mistaken one because the relevant interactions
are most appropriately viewed as courtship behaviour (Thomas and Kitzinger, 1997).

A key strength of the natural/biological perspective is that it acknowledges the innate human
instincts potentially driving sexually aggressive behaviour but failed to acknowledge the
negative implication of sexual harassment on the female folk (Tangri et al. 1982). It lacks
exploratory depth since it is extremely difficult to design studies that test the theories core
assumptions. Moreover, the theory does not provide any core strategies for sexual harassment
prevention. Thus, this framework has had little influence on mainstream thinking about
sexual harassment, therefore, the need to examine socio-cultural theory.

Socio-Cultural Theory

Socio-Cultural theory examines the wider social and political context in which sexual
harassment is created and occurs. Hoff Joan, Profio Debra, Barnes Train and Williams Saxbe
are consider as some of the major proponents of the theory. According to this perspective,
sexual harassment is a logical consequence of the gender inequality and sexism that already

22
exists in society (Gutek, 1985). This theory asserts that women’s lesser status in the larger
society is reflected at the workplace structures and culture; consequently, male dominance
continues to be the rule. Historically cultures and societal norms have socialized men into
roles of sexual assertion, leadership, and persistence whereas women are socialized to be
passive, submissive and gatekeepers. These social/cultural roles are played out at the
workplace, and sexual harassment is the result. Therefore, sexual harassment is a way for
men to express dominance and hence they are more likely to be the perpetrators; whereas due
to intrinsic physical weakness and submissive behavior, females are the most possible
victims. Thus, sexual harassment is only one manifestation of a much larger patriarchal
system in which men are the dominant group reflecting the larger society’s differential
distribution of power and status between the sexes. A woman is perceived as an object of
enjoyment under the prevalence of patriarchal culture in the society. The perpetrators of
sexual harassment have no regard for women as an equal human being. Therefore, molesting
women is a part and parcel of male idea of fun in the society.

Feminist Theory

According to the feminist perspective, sexual harassment is linked to the ideology of male
dominance and male superiority in the society. Some major proponents of this theory include;
Mary Wollstonecraft, Emmeline Pankhurst, Charlotte Perkins, Elizabeth Cady and Emma
Goldman. Feminists theories view sexual harassment as the product of a gender system
maintained by a dominant, normative form of masculinity. Thus, sexual harassment exists
because of the views on women as the inferior sex, and also sexual harassment serves to
maintain the already existing gender stratification by emphasizing sex role expectations
(Gutek, 1985).

Connell (2002) posits that gender-based inequalities and discrimination are maintained and
negotiated through interrelations among differently gendered (and therefore differently
privileged) subjects within a larger gender system. Therefore, his theory of gender
discrimination acknowledges multiple masculinities and feminities and takes account of the
subjective experience of gender and harassment within a larger gender system. MacKinnon
(1979) maintained that women’s inferior position in the workplace and society in general, is
not only a consequence, but also a cause of sexual harassment. For him, gender and sexuality
are similarly identified as systems of power and domination, with adult men wielding sexual
power to assert and maintain dominance over women. Therefore, men and women are likely

23
to experience and perceive sexually harassing behaviors differently because of gender
inequality and culturally prescribed expressions of sexuality. Extension of male dominance in
society includes organizations, where the phenomenon is thriving (Farley, 1978; MacKinnon,
1979). Sexual harassment, hence, is viewed as an inevitable consequence of cultural
experiences; therefore, it would apply to many different settings including the workplace.

One theory on its own is not substantial enough to explain sexual harassment of female
undergraduate students since sexual harassment is triggered by a combination of different
factors. However, feminist theory is relevant to this study because it uncovers the logical
synthesis of gender issues, patriarchy and dominance towards an explanation of sexual
harassment, that is, there is some evidence of unifying power. Furthermore, feminists focus
on gender inequality in the society has often been credited with bringing the issue of sexual
harassment to light. Let us indicate that many other theories could be used for this study, after
all, feminist theorist did not claim that their principles are exhaustive but only that it served
them well just as it served the researcher well. Other theories can be used in the explanation
of the relationship between these variables, but as much as we know, and as earlier
mentioned, this theory serves the purpose best.

2.5 Research Hypothesis/Assumption

1. H1: there is a significant relationship between sexual harassment and female

undergraduate student’s academic performance in federal university Wukari.

2. H2: there is no significant relationship between sexual harassment and female

undergraduate student’s academic performance in federal university Wukari.

24
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction
This section include the description of the procedure employed in carrying out this research
work with respect to the following: design of the study, area of the study, population of the
study, sample size and sampling technique, technique of data collection, method of data
analysis and limitation of the study.

3.2 Area of Study

Historical Overview of Federal University, Wukari

As a way of addressing the critical problem of qualitative access to tertiary education, the

Federal Ministry of Education decided to implement the extant government policy of

equitable educational development of Nigeria, by establishing federal tertiary institutions in

every State of the Federation, where they do not currently exist. To this end, a memorandum

was presented by the Minister of State, Education to the Federal Executive Council, at its

39th Meeting held on Wednesday, 10th November, 2010, requesting for the establishment of

44 additional tertiary institutions nationwide, to address the twin challenges of access and

equitable educational development of States in the Federation. (Federal University Wukari

handbook 2020).

The council approved the establishment of twelve new universities on the basis of equity and

access. Nine universities were approved for take-off under Phase I of this initiative. Sequel to

the above approval, a twelve-member Committee, under the chairmanship of Prof. Julius A.

Okojie, Executive Secretary, National Universities Commission, was inaugurated by the

Honorable Minister of State, Education, Olorogun O. on Thursday, 11th November 2010, to

among other assignments, develop the modalities for the location and take-off of these

universities.

25
However, Federal University Wukari was established in 2011 by federal government of

Nigeria. The school was established as one of the nine schools established at that time.

Federal University Wukari is located in southern zone of the Taraba State, It is nonprofit

public higher education institution located in the Wukari alongside with National Open

University (NOU) and Kwararafa University Wukari (KUW).

3.3 Research Design

The research design adopted for the study is descriptive survey. According to Jackson (2003)
a descriptive survey is one in which a group of people or item are considered to be
representative of the entire population. This design is considered apt because it will enable
the researcher to generate data through the standardized collection procedures based on
highly structured research instrument(s) and well-defined study concepts and related
variables.

3.4 Population of the Study,

The Population of the study is the larger group from which a sample is selected for the study.
It is the group of interest to the researcher. The population of this study is all full time
undergraduate female students in Federal University Wukari in 2022/2023 academic session.
The total population comprised 7,659 undergraduate female students in Federal University
Wukari

3.5 Sample Size and Sampling Procedure

The sample is the part or sub-set of a study population that is objectively selected for the
study. The sampling technique is the process of selecting several individuals for a study in
such a way that the individuals represent the larger group from which they were selected.
However, the population under study is large, making it difficult to administer questionnaires
to the whole population. To determine the sample size of the study population the researcher
used the Taro Yamane sampling technique.
Taro Yamane formula:
n= N
1+N(e)2
n = sample size
N = Total population of the study

26
1 = constant
e = the assume error margin or tolerable error which this study is taken as 0.05
Substituting the above population into the formula we have:

n= 7,659
1+7,659 (0.05)2

n= 7,659
1+7659 (0.0025)

n= 7,659
20.1475
n= 380
Thus, the sample size for this study is 380. Therefore, the sample sizes of three hundred and
eighty (380) respondents was drawn from the total population of 7659 using a random
sampling technique. This technique was used because it affords every individual in the large
population equal opportunity to be selected.
Furthermore, a multiple-stage sampling method or procedure was used for the research. This
involve dividing the school into clusters. The first cluster was the faculties which include
faculty of law, faculty of engineering, faculty of education, faculty of social science, faculty
of humanities, faculty of management, faculty of medicine, faculty of pure and applied
science and faculty of agriculture. Thus, to arrive at a satisfactory sample, the researcher in
the second stage select one department from each of the faculties. This is presented in the
table below:

Table: 3.1 faculties and Number of selected dept

Name of faculties NAME OF DEPT Level Number of
selected respondents
Faculty of law Public Law 200 42
Faculty of engineering Computer 200 42
engineering
Faculty of pure and applied Micro biology 400 43

27
 science
Faculty of education Adult education 200 42
Faculty of humanities Philosophy 400 42
Faculty of medicine Laboratory science 200 42
Faculty of social science Sociology 400 43
Faculty of management Business 400 42
administration
Faculty of agriculture Food science 500 42
technology
Total 9 9 380
Source: field survey 2023

3.6 Technique of Data Collection

The researcher collected the needed data through the use of questionnaire and its
administration in the selected department of the faculties. The administration of the
questionnaire was carried out by the researcher. A total of 380 copies of the questionnaire
was distributed to elicit responses from the respondents and retrieved within the interval of
four to five days. Thus, a well-constructed and self-developed questionnaire was used to get
the desire information from the respondents. The questionnaires were divided into two
sections (A&B). Section A was for the collection of information on personal data of
respondents while Section consisted of questions that elicited responses from the respondents
in accordance to the research objectives. The questionnaires contained open ended and close
ended questions.

3.7 Method of Data Analysis

Responses from the questionnaire were analyzed using the descriptive statistics of frequency
counts and percentage, and inferential statistics of Chi-square(x2). Descriptive statistics of
frequency counts and percentages was used in analyzing demographic variables and research
questions while the inferential statistics of Chi-square(x2) was used to test the stated
hypotheses at 0.05 level of significance with the use of SPSS (Statistical Package for Social
Sciences)

3.8 Limitations to the study

One of the common problems that was encounter on the field was limited time allocated. The
researcher collected primary data from a considerable number of people in a very short period

28
of time. There was problem of reluctance on the part of respondent cooperation in sharing
information with the researcher. Because of this problem, the planned numbers of samples
were not met. There was also instances where the respondents especially those with very
valuable information refuse to participate in the research. Respondents' difficulty in recalling
information was also a general problem in the field.

CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction
This chapter highlights the presentation of data as obtained from the field in tables and
percentages while analyzing the various responses obtained from the subject matter of the
study.

4.2 Presentation of Data

4.2.1 Response Rate

Three hundred and eighty (380) questionnaires were administered to the respondents in 9
Faculties in Federal University Wukari. 356 of the questionnaires were returned leaving us
with an outstanding of 24 questionnaires not returned. However, 356 questionnaires were
used for the data analysis.

29
4.2.2 Bio Data

Table 1: Marital status of the Respondents

Status Frequency Percentage
Single 216 60.7
Married 115 32.3
Divorced 4 1.1
Widow 21 5.9
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 60.7% of the respondents indicated single, 32.3% of the respondents
indicated married, 1.1% of the respondents indicated divorced, while 5.9% of the respondents
indicated widow. This implies that majority of the sample respondents were single..

Table 2: Age of the Respondents

Age Frequency Percentage
below-19 89 25.1
20 – 29 156 43.8
30 -39 56 15.7
40 – 49 36 10.1
50 and above 19 5.3
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 25.1% of the respondents indicated below-19 years old, 43.8% of the
respondents indicated between 20-29 years old, 15.7% of the respondents indicated 30-39
years old, 10.1% of the respondents indicated 40-49 years old, while 5.3% of the respondents

30
indicated 50 years and above. From the above result, significant percent of the sample
respondents were between 20-29 years old.

Table 3: level of student

Level Frequency Percentage
100 level 40 11.2
200 level 57 16.0
300 level 78 21.9
400 level 95 26.7
500 level 86 24.2
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 11.2% of the respondents indicated 100 level, 16.0% of the
respondents indicated 200 level, 21.9% of the respondents indicated 300 level, 26.7% of the
respondents indicated 400 level, while 24.2% of the respondents indicated 500 level. This
implies that majority of the sample respondent were 400 level students.

4.2.3 Thematic Issues

Prevalence of sexual harassment among female students

Table 5: Sexual harassment of female students is high in Federal University Wukari

Response Frequency Percentage
Strongly agree 123 34.6
Agree 151 42.4
Disagree 82 34.0
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 34.6% of the respondents indicated strongly agree, 42.4% of the
respondents indicated agree, while 34.0% of the respondents indicated disagree. This implies

31
that majority of the sample respondents agree that Sexual harassment of female students is
high in Federal University Wukari.

Table 6: Sexual harassment of female students is low in Federal University Wukari

Response Frequency Percentage
Strongly agree 24 6.7
Agree 45 12.7
Disagree 145 40.7
Strongly Disagree 142 39.9
Total 356 100.0
Source: Field Survey, 2023.
From the table above, 6.7% of the respondents indicated strongly agree, 12.7% of the
respondents indicated agree, 40.7% of the respondents indicated disagree, while 39.9% of the
respondents indicated strongly disagree. From the above result, significant percent of the
sample respondents disagree that sexual harassment of female students is low in Federal
University Wukari.

Table 7: Sexual harassment of female students is mild or moderate in Federal

University Wukari
Response Frequency Percentage
Strongly agree 98 27.5
Agree 44 12.4
Disagree 102 28.7
Strongly Disagree 112 31.4
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 27.5% of the respondents indicated strongly agree, 12.4% of the
respondents indicated agree, 28.7% of the respondents indicated disagree, while 31.4% of the
respondents indicated strongly disagree. This implies that majority of the sample respondents
strongly disagree that Sexual harassment of female students is mild or moderate in Federal
University Wukari.

32
Table 8: Sexual harassment of female students in Federal University Wukari is more
prevalent during school session
Response Frequency Percentage
Strongly agree 143 40.2
Agree 94 26.4
Disagree 77 21.6
Strongly Disagree 42 11.8
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 40.2% of the respondents indicated strongly agree, 26.4% of the
respondents indicated agree, 21.6% of the respondents indicated disagree, while 11.8% of the
respondents indicated strongly disagree. This implies that significant percent of the sample
respondents strongly agree that Sexual harassment of female students in Federal University
Wukari is more prevalent during school session

Table 9: Sexual harassment of female students is more prevalent when school is on

holiday
Response Frequency Percentage
Strongly agree 56 15.7
Agree 63 17.7
Disagree 132 37.1
Strongly Disagree 105 29.5
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 15.7% of the respondents indicated strongly agree, 17.7% of the
respondents indicated agree, 37.1% of the respondents indicated disagree, while 29.5% of the
respondents indicated strongly disagree. From the above result majority of the sample
respondents disagree that sexual harassment of female students is more prevalent when
school is on holiday.

33
Table 10: Sexual harassment of female students is more prevalent among fresh/new
students
Response Frequency Percentage
Strongly agree 61 17.1
Agree 88 24.7
Disagree 98 27.6
Strongly Disagree 109 30.6
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 17.1% of the respondents indicated strongly agree, 24.7% of the
respondents indicated agree, 27.6% of the respondents indicated disagree, while 30.6% of the
respondents indicated strongly disagree. This implies that significant percent of the sample
respondents strongly disagree that sexual harassment of female students is more prevalent
among fresh/new student.

Table 11: Sexual harassment of female students is more prevalent among old female
students in Federal University Wukari
Response Frequency Percentage
Strongly agree 132 37.1
Agree 112 31.5
Disagree 87 24.4
Strongly Disagree 25 7.0
Total 356 100.0
Source: Field Survey, 2023.
From the table above, 37.1% of the respondents indicated strongly agree, 31.5% of the
respondents indicated agree, 24.4% of the respondents indicated disagree, while 7.0% of the
respondents indicated strongly disagree. From the result above, it revealed that majority of
the sample respondents strongly agree that Sexual harassment of female students is more
prevalent among old female students in Federal University Wukari.

34
Effects of sexual harassment on female students

Table 12: Depression

Response Frequency Percentage
Strongly agree 121 34.0
Agree 134 37.6
Disagree 67 18.8
Strongly Disagree 34 9.6
Total 356 100.0
Source: Field Survey, 2023.
From the table above, 34.0% of the respondents indicated strongly agree, 37.6% of the
respondents indicated agree, 18.8% of the respondents indicated disagree, while 9.6% of the
respondents indicated strongly disagree. From the above result, it revealed that majority of
the sample respondents strongly agree that depression is the effects of sexual harassment on
female students.

Table 13: Fear and trauma

Response Frequency Percentage
Strongly agree 132 37.1
Agree 93 26.1
Disagree 88 24.7
Strongly Disagree 43 12.1
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 37.1% of the respondents indicated strongly agree, 26.1% of the
respondents indicated agree, 24.7% of the respondents indicate disagree, while 12.1% of rhe
respondents indicated strongly disagree. This implies that majority of the sample respondents
strongly agree that fear and trauma is the effects of sexual harassment on female students.

Table 14: Low self esteem

Response Frequency Percentage

35
 Strongly agree 112 31.5
Agree 106 29.8
Disagree 91 25.5
Strongly Disagree 47 13.2
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 31.5% of the respondents indicated strongly agree, 29.8% of the
respondents indicated agree, 25.5% of the respondents indicated disagree, while 13.2% of the
respondents indicated strongly disagree. From the above result, significant percent of the
sample respondents revealed that low self esteem is the effects of sexual harassment on
female students.

Table 15: Stigmatization

Response Frequency Percentage
Strongly agree 210 59.0
Agree 98 27.5
Disagree 48 13.5
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 59.0% of the respondents indicated strongly agree, 27.5% of the
respondents indicated agree, while 13.5% of the respondents indicated disagree. This implies
that majority of the sample respondents strongly agree that stigmatization is the effects of
sexual harassment on female students.

Table 16: Abandonment of academic pursuit

Response Frequency Percentage
Strongly agree 135 37.9
Agree 126 35.4
Disagree 95 26.7
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 37.9% of the respondents indicated strongly agree, 35.4% of the
respondents indicated agree, while 26.7% of the respondents indicated disagree. This implies

36
that majority of the sample respondents strongly agree that abandonment of academic pursuit
is the effects of sexual harassment on female students.

Table 18: Hatred on perpetrators

Response Frequency Percentage
Strongly agree 145 40.7
Agree 123 34.6
Strongly Disagree 88 24.7
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 40.7% of the respondents indicated strongly agree, 34.6% of the
respondents indicated agree, while 24.7% of the respondents indicated strongly disagree.
From the above result, it revealed that majority of the sample respondents strongly agree that
hatred and on perpetrators is the effects of sexual harassment on female students.

Table 19: Aggressive behavior

Response Frequency Percentage
Strongly agree 214 60.2
Agree 92 25.8
Disagree 50 14.0
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 60.2% of the respondents indicated strongly agree, 25.8% of the
respondents indicated agree, while 14.0% of the respondents indicated disagree. This implies
that significant percent of the sample respondents strongly agree that aggressive behavior is
the effects of sexual harassment on female students.

Table 20: Feeling of rejection

Response Frequency Percentage
Strongly agree 156 43.8
Agree 121 34.0
Disagree 56 15.7
Strongly disagree 23 6.5
Total 356 100.0
Source: Field Survey, 2023.

37
From the above table, 43.8% of the respondents indicated strongly agree, 34.0% of the
respondents indicated agree, 15.7% of the respondents indicated disagree, while 6.5% of the
respondents indicated strongly disagree. This implies that significant percent of the sample
respondents strongly agree that feeling of rejection is the effects of sexual harassment on
female students.

Factors responsible for sexual harassment on female students

Table 21: Inadequate security on the campus

Response Frequency Percentage
Strongly agree 69 19.4
Agree 96 27.0
Disagree 112 31.5
Strongly disagree 79 22.1
Total 356 100.0
Source: Field Survey, 2023.
From the table above, 19.4% of the respondents indicated strongly agree, 27.0% of the
respondents indicated agree, 31.5% of the respondents indicated disagree, while 22.15 of the
respondents indicated strongly disagree. This implies that majority of the sample respondents
disagree that inadequate security on the campus is the factor responsible for sexual
harassment on female students

Table 22: Indecent dressing on the part of female students

Response Frequency Percentage
Strongly agree 156 43.8
Agree 123 34.6
Disagree 77 21.6
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 43.8% of the respondents indicated strongly agree, 34.6% of the
respondents indicated agree, while 21.6% of the respondents indicated disagree. This implies
that majority of the sample respondents strongly agree that indecent dressing on the part of
female students is the factors responsible for sexual harassment on female students

38
Table 23: Lack of self-control on the part of men
Response Frequency Percentage
Strongly agree 161 45.2
Agree 125 35.1
Disagree 70 19.7
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 45.2% of the respondents indicated strongly agree, 35.1% of the
respondents indicated agree, while 19.7% of the respondents indicated disagree. This
impklies that significant percent of the sample respondents strongly agree that lack of self-
control on the part of men is the factor responsible for sexual harassment on female students

Table 24: Poor action and sanction on sexual harassment perpetrators

Response Frequency Percentage
Strongly agree 234 65.7
Agree 122 34.3
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 65.7% of the respondents indicated strongly agree, while 34.3% of the
respondents indicated agree. This implies that significant percent of the sample respondents
strongly agree that poor action and sanction on sexual harassment perpetrators is the factor
responsible for sexual harassment on female students.

Table 25: Poor academic performance of female students exposes them to sexual
harassment
Response Frequency Percentage
Strongly agree 254 71.3
Agree 102 28.7
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 71.3% of the respondents indicated strongly agree, while 28.7% of the
respondents indicated agree. This implies that majority fo the sample respondents strongly
agree that poor academic performance of female students exposes them to sexual harassment
is the factor responsible for sexual harassment on female students.

39
Solutions to sexual harassment

Table 26: Higher authorities should set up committee against indecent dressing
Response Frequency Percentage
Strongly agree 235 66.0
Agree 121 34.0
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 66.0% of the respondents indicated strongly agree, while 34.0% of the
respondents indicated agree. This implies that majority of the sample respondents strongly
agree that higher authorities should set up committee against indecent dressing is the solution
to sexual harassment.

Table 27: Serious sanction for perpetrators who engage in sexual harassment
Response Frequency Percentage
Strongly agree 192 53.9
Agree 164 46.1
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 53.9% of the respondents indicated strongly agree, while 46.1% of the
respondents indicated agree. This implies majority of the sample respondents strongly agree
that serious sanction for perpetrators who engage in sexual harassment is the solution to
sexual harassment.

Table 28: Reporting cases of sexual harassment to school authorities

Response Frequency Percentage
Strongly agree 213 59.8
Agree 143 40.2
Total 356 100.0
Source: Field Survey, 2023.
From the above table, 59.8% of the respondents indicated strongly agree, while 40.2% of the
respondents indicated agree. This implies that majority of the sample respondents strongly
agree that reporting cases of sexual harassment to school authorities is the solution to sexual
harassment.

40
4.3: Test of Hypothesis
Level of significance: α = 0.05

Test statistic

X2 = ∑(0-e)2

Decision rule: Reject HO if P-value is less than α-value

Hypothesis One

H0: There is no significant relationship between sexual harassment and female undergraduate
student’s academic performance in federal university Wukari.
H1: There is significant relationship between sexual harassment and female undergraduate
student’s academic performance in federal university Wukari.

Table 29: Chi-Square Test for the First Hypothesis

Asymptotic
Significance
Value Df (2-sided)
Pearson Chi-Square 13.865a 4 .008
Likelihood Ratio 15.894 4 .003
Linear-by-Linear Association .543 1 .461
N of Valid Cases 356
Source: Field Survey, 2022.

Tables 29 give the Chi-square result of analysis. The p-value of the Pearson Chi-square
(0.008) is less than the α-value (0.05) we therefore reject H o and conclude there is significant
relationship between sexual harassment and female undergraduate student’s academic
performance in federal university Wukari.

41
4.4 Discussion of Findings
In line with our objectives in this research study which aim to examine the prevalence and
experience of sexual harassment among female undergraduate students. The following are
identified from the data captured:

1. It was revealed that there is significant relationship between sexual harassment and
female undergraduate student’s academic performance in federal university Wukari.
This study collaborates Otekunrin, Makinde and Adepoju (2017) who in their study
revealed that 69.8% of female graduates reported having been sexually abused at
school by their male peers and lecturers. Also, 32.2% of female disclosed they get
sexual gestures in trade for academic favours while only 29.4% receive undesirable
sexual touching. Similarly, most of the female students that excel tertiary institution
has been sexual harassed to increase their academic performance. However,
nowadays, academic performance of students including female students is on a
serious decline. This is because tertiary education is increasingly view as a social
vocation with many students preferring to engage in cultism or high-class prostitution.
This situation therefore makes female student vulnerable for a male lecturer to
threaten a female student with failure, because such lecturer is aware that the student
is below average or is not serious with his academics.
2. It was found that there are factors responsible for the prevalence of sexual harassment
among female undergraduate students of Federal University Wukari. The study also
collaborates Lawal (2018) argued that a very critical, but under-studied, cause of
sexual harassment is the female students serving as “initiators” of the process. The
author posited that it is important to note that some female students in Nigerian
tertiary institutions deliberately use sex as a weapon for academic and economic
survival. It has been established from a survey of sexual harassment in Nigerian
Academia that, in most cases, female students out of desperation do propose sexual
intimacy to their lecturers in lieu for academic rewards. In fact, a number of lecturers
confirmed that they had been sexually propositioned by female students while some
female students agreed that it is normal to date a lecturer if the girl wants to have
“fun” and the faculty staff can provide it for her. According to Olamide (2017) was of
the view that indecent dressing by some of the female students on campus has also
increased the occurrence of sexual harassment. Some students often time wear dress
that revealed their nudity or nakedness to lecturer offices, or lecture room which

42
 tempt some male lecturers with poor self-control into seeking sexual relationship with
these female students. In a situation when these female students disagree with their
sexual advances, such person who is in a position of power resort to engaging in
sexual harassment.
Therefore, the poor state of security in Nigerian tertiary institution has also in a way
encouraged sexual harassment. This is because poor policing as a result of poorly
staffed security outfits on and outside campus have given avenue for undesirable
elements such as students and lecturers the right to harass female students on campus.
There have being reported cases of female students been raped by lecturer in their
office or by male students in an ambiguous location on campus without the security
arresting the culprit (Okoroafor & Ojinma 2014).
3. It also revealed that there are implications of sexual harassment on female
undergraduate students of Federal University Wukari. However, it was on this note
that Adimula (2018) posited that sexual harassment is often associated with assault,
bullying, coercion, discrimination, favoritism; exploitation and intimidation as vices
that play out in the sexual encounter leaving the victims with long-term pains that
devastate their psychological well-being. The author further point out that sexual
harassment usually has devastating effects on the victims, which include poor
academic performance, loss of self-confidence, negative health outcomes and well-
being thereby making them in some cases less productive. The findings collaborates
Adedokun (2005), who state that sexual harassment makes the victims uncomfortable,
undermines the integrity of the academic environment and prevents its victims and
their peers from achieving their full potentials. This is because many victims of sexual
harassment feel despondent, dirty, guilty, ashamed, unsafe and angry with their
environment.

43
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction
This chapter summarizes the whole study while proffering recommendations to the various
research problems found in the course of this study. Further highlighting areas for relevant
research which is complimentary for further research studies.

5.2 Summary
This research study was undertaken to examine the Prevalence of Sexual Harassment on
Female Undergraduate Students in Federal University Wukari. The study was on the premise
of the gap in the current literatures on Sexual Harassment, Prevalence of Sexual Harassment
Among Female Undergraduate Students, Factors Responsible for Sexual Harassment Among
Female Undergraduate Students, Implication of Sexual Harassment among Female
Undergraduate Students and Solutions to Sexual Harassment among Female Undergraduate
Students in Nigeria with less attention to Federal University Wukari. The objectives adopted
in the study involves to investigate the prevalence of sexual harassment among female

44
undergraduate students of Federal University Wukari, to explore factors responsible for the
prevalence of sexual harassment among female undergraduate students of Federal University
Wukari, to determine the implication of sexual harassment on female undergraduate students
of Federal University Wukari and to explore ways of curtailing sexual harassment among
female undergraduate students of Federal University Wukari. More so, various relevant
literatures were reviewed to ascertain the opinions and findings of various scholars in the
related area of study.
The research design adopted for the study is descriptive survey. According to Jackson (2003)
a descriptive survey is one in which a group of people or item are considered to be
representative of the entire population. In estimating the sample size, at 5 percent margin of
error (confidence interval) and 95 percent confidence level was used. The sample size for the
study of 380 was used base on Taro Yamane sampling technique.
Table and percentages were used for analyzing the responses obtained in the field through
the questionnaires. Chi-square was used to analyze the hypotheses using Statistical Package
for Social Sciences (SPSS) and one hypothese which are either accepted or rejected at 5
percent level of significance.
However, the major findings we derived at are stated as follows:

4. It was revealed that there is significant relationship between sexual harassment and
female undergraduate student’s academic performance in federal university Wukari
5. It was revealed that there are factors responsible for the prevalence of sexual
harassment among female undergraduate students of Federal University Wukari.
6. It also revealed that there are implications of sexual harassment on female
undergraduate students of Federal University Wukari.

5.3 Conclusion
This research has been able to examine the Prevalence of Sexual Harassment on Female
Undergraduate Students in Federal University Wukari. However, based on the findings It was
revealed that there is significant relationship between sexual harassment and female
undergraduate student’s academic performance in federal university Wukari, it was revealed
that there are factors responsible for the prevalence of sexual harassment among female
undergraduate students of Federal University Wukari and it also revealed that there are
implications of sexual harassment on female undergraduate students of Federal University
Wukari. Therefore, the lack of legislation on sexual harassment in Nigeria continues to cause

45
female sexual harassment in our tertiary institution. That is why either reported or unreported;
the threat of sexual assault against women will remain high in our tertiary institution if
adequate legislation on sexual harassment in the workplace, including tertiary institutions, is
not enforced.

Some lecturers in Nigerian tertiary institution lack academic integrity to diligently carry out
their duties as an academia. In some cases, these lecturers are not always satisfied with self
not until they sexually harassed their students all because they know they have the power to
do so with little or nobody checkmating them of such deviant act. Most of the lecturers that
lack this integrity see no reason why they cannot date their students.

5.4 Recommendation
In the light of the above findings, the following recommendations are proffered:
1. Federal University Wukari need to discouraged seeming tolerance of sexual
harassment in the institution through enforcement of rules, policies and strategies for
the prevention of sexual harassment. The key to dealing with sexual
harassment/violence on the campus is for management to label the behavior offensive,
and spell out explicit sanction/punitive measures for perpetrators in the policy, and
this should well publicized to send signal to the community that perpetrators of
unethical sexual acts will incur penalty.
2. Institutional vigilance regarding sexual harassment should be subject of research an
such research should be encouraged in the field of social and psychological protection
to better recognize and understand the phenomenon.
3. Setup University support system: this is to raise the confidence level students that the
University cares for them an providing safety nets for all the students.
4. Establish formal reporting/monitoring mechanisms: This is an attempt to establish
grievance procedure and label sexual harassment and other sexual misconduct as
offence of institutional concern.
5. The university administrators should establish procedures for reviewing students'
examination booklets after lecturers have marked them in order to assure the validity
of the grades given to students.
6. Students disciplinary committees should be made up of men and women with proven
integrity so that cases of students’ misbehavour are not manipulated in exchange for
sex.

46
 7. To raise awareness, sexual harassment behaviors should be incorporated into the
conditions of service for tertiary education employees, as well as faculty and student
handbooks.

References
Adebowale, T. (2019). Sexual harassment and its implications on girl child’s academic
Performance. Retrieved from researchgate.net. DOI:10.13140/RG.22.28433.07522.

Adigun, K. A., Ogunboyo, O. F. & Ilesanmi, A. O. (2019). Analysis of the causes and
prevalence of sexual harassment among undergraduates in Ekiti State University.
International Journal of Science & Healthcare Research. 4(1), 365-371.

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 Introductory Letter

FEDERAL UNIVERSITY WUKARI,

DEPARTMENT OF SOCIOLOGY

QUESTIONNAIRES ON PREVALENCE OF SEXUAL HARASSMENT ON FEMALE

UNDERGRADUATE STUDENTS IN FEDERAL UNIVERSITY WUKARI

Dear respondents,

I am an undergraduate Student of Federal University Wukari currently conducting a

research work on “PREVALENCE OF SEXUAL HARASSMENT ON FEMALE
UNDERGRADUATE STUDENTS IN FEDERAL UNIVERSITY WUKARI” The
exercise is purely academic and you should be rest assured that any information given will be
held in strict confidence.

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Thanks for your anticipated co-operation.

…………………………..

Ibrahim Babangida (Researcher)

INSTRUCTION: Please mark (√) in the appropriate box.

SECTION A: SOCIO-DEMOGRAPHIC DATA OF RESPONDENTS

1. Marital Status: (a) Single [ ], (b) married [ ], (c) divorced [ ], (d) widower [ ] (e)
widow [ ] (f) separated [ ]

2. Age: (a) below-19 [ ], (b) 20 - 29 [ ], (c) 30 -390 [ ], (d) 40 - 49 [ ], (e) 50 and

above [ ]

3. level of student (a) 100 level [ ], (b) 200 level [ ], (c) 300 level [ ], (d) 400 level [ ],
(e) 500 level [ ].

4. Faculty: (a) faculty of law [ ], (b) faculty of engineering [ ], (c) faculty of education [ ],
(d) faculty of social science [ ], (e) faculty of humanities [ ], (f) faculty of management [ ],

52
(g) faculty of medicine, (h) faculty of pure and applied science [ ], (i) faculty of agriculture [
].

SECTION B: prevalence of sexual harassment among female students

prevalence of sexual Strongly Agre Undecided Disagree Strongly
harassment among female agree e disagree
students
1. sexual harassment of female
students is high in Federal
University Wukari
2. sexual harassment of female
students is low in Federal
University Wukari
3. sexual harassment of female
students is mild or moderate in
Federal University Wukari
4. sexual harassment of female
students in Federal University
Wukari is more prevalent
during school session
5. sexual harassment of female
students is more prevalent
when school is on holiday
6. sexual harassment of female
students is more prevalent
among fresh/new students
7. sexual harassment of female
students is more prevalent
among old female students in
Federal University Wukari

Section C: Effects of sexual harassment on female students

Effects of sexual Strongly Agree Undecided Disagree Strongly

53
 harassment on female agree disagree
students
A. depression
B. fear and trauma
C. low self esteem
D. stigmatization
E. abandonment of
academic pursuit
F. hatred on perpetrators
G. aggressive behavior
H feeling of rejection

Section D: Solutions to sexual harassment

Solutions to sexual harassment Strongly Agre Undecided Disagree Strongly
agree e disagree
1. Higher authorities should set up
committee against indecent
dressing
2. Serious sanction for
perpetrators who engage in
sexual harassment
3. reporting cases of sexual
harassment to school authorities

Section E: factors responsible for sexual harassment on female students

factors responsible for sexual Strongly Agre Undecided Disagree Strongly
harassment on female students agree e disagree
1. inadequate security on the
campus
2. indecent dressing on the part of
female students
3. lack of self-control on the part
of men

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4. poor action and sanction on
sexual harassment perpetrators
Poor academic performance of
female students expose them to
sexual harassment

55