Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Health Promotion

Supervisor

Mantler, Tara

Abstract

Introduction: The occurrence and severity of gender-based violence (GBV) on Canadian higher education campuses has been a concern for decades. In September 2021, there were multiple reports of GBV at several Canadian universities with Western University being an exceptional case. The goal of this study was to explore: (1) the experiences of students who have experienced GBV during their enrollment at Western University; (2) the impact of GBV on students’ academics; and (3) student knowledge and experience with GBV resources.

Methods: This cross-sectional, qualitative study used an interpretive description framework and dialogue maps, underpinned by intersectionality. Seventeen undergraduate students were interviewed using a semi-structured interview guide.

Results: Undergraduate students struggled to label their experiences as GBV and were unable to avoid contact with their perpetrator, as they both were required on campus. Students identified both short-term and long-term academic consequences of GBV including falling behind academically and needing to rethink future academic goals. Students reported engaging with formal and informal resources following their GBV experience with the most common barriers being related to accessibility and facilitators being related to acceptability of the resource.

Conclusion: Students face unique challenges when experiences of GBV occur in the University setting, particularly related to academics and knowledge of available resources. It is important that GBV services and Universities ensure resources are visible, accessible, and acceptable to students.

Summary for Lay Audience

Gender-based violence (GBV) occurring on Canadian higher education campuses has been a concern for decades. In September 2021, many Canadian universities reported several GBV cases, with Western University being an exceptional case. On March 2, 2022, the university student council at Western University said that the campus has a gender-based and sexual violence crisis. The goal of this study was to explore: (1) the experiences of students who have experienced GBV while at Western University; (2) the impact of GBV on students’ school life; and (3) the knowledge and experience that students have with GBV resources.

Seventeen undergraduate students were individually interviewed. The transcripts were analyzed to determine common themes. Close attention was paid to the identities of the students as they may overlap and affect their post-GBV experience.

Undergraduate students had a difficult time labelling their experiences as GBV and were at risk of coming face to face with their abuser. This is because both were usually students on campus and needed to be present to complete their education. Students experienced short-term and long-term academic impacts like falling behind in school and this caused them to rethink their academic goals. After experiencing GBV, students reached out to resources at their university and in the community, as well as to their friends and family. The majority of students said that lack of accessibility could prevent them from using a resource and the acceptability of a resource could motivate them to use it.

Students face unique challenges when they experience GBV in their school setting. This is particularly true for their academics and knowledge of available resources. It is important that GBV services and Universities ensure GBV resources are visible, accessible, and acceptable to students.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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