Chapter one

Introduction

1.1       Background of the study

The problem of sexual harassment has received the attention of scholars from a variety of life domains (see Branderburg, 1982; Gutek, 1993; De Coster et al., 1999; Prentice and Carranza, 2002; Schultz, 2003; Maass et al., 2003; Berdahl, 2007; Dobbin and Kelly, 2007; Dobbin, 2009; Menon et al., 2011), scholars from a variety of life The search for modernity, which Dikecligil (1998) defines as an ideology that encompasses democracy in politics, capitalism in the economy, positivism in research, and so on, seems to have influenced its escalation in underdeveloped societies by acculturation. Modernity begins with the Enlightenment and represents a break with the past. It typically necessitates a transition from conventional to modern (Aysu, 2006). The ideas inherent in the capitalist economy pushed women to renounce their traditional duties in the home in exchange for equal employment opportunities with men (Kofi, 2010). Prior to acculturation, women's positions in society remained confined to their husbands' households. They were doing a good job at home, caring for the children and the elderly (Anugwom et al., 2010). Traditional civilizations must not have experienced severe difficulties with sexual harassment at that time since women's responsibilities were constrained. Women are not only chastised for lacking the intelligence, knowledge, and competence required to successfully lead any organization by males when they enter the workforce; they are also not seen as equal partners and serious employees. Instead, they are seen as sexual objects to be gratified (Hartmann, 1981; Kofi, 2010). Unwanted sexual advances, requests for sexual favour, and other verbal or physical conducts of a sexual nature are defined as sexual harassment when submission to or rejection of such conducts directly or indirectly affects a person's employment or education, unreasonably interferes with a person's work or educational performance, or creates an intimidating, hostile, or offensive work environment. The level to which this problem is escalating in workplaces is widespread. Mann and Roberts (2006)

1.2       Statement of the problem

In recent years, studies have been published in Nigeria to address the social problem of sexual harassment in the workplace (Yahaya, 1990; Ladebo, 2003; Adedokun, 2005; Yusuf, 2008; Kofi, 2010; Ige and Adeleke, 2012), but there is very little literature on its endemic nature in academia, where moral excellence is expected to be taught, imbibed, and displayed (Yahaya, 1990; Ladebo, 2003; Ad (Adamolekun, 1989; Ladebo, 2003). While a few studies have focused on the prevalence of sexual harassment in public universities (Yahaya, 1990; Oppong, 1995; Aluede, 2000; Ezumah, 2004; Fayankinnu, 2004; Irtwange, 2004; Pereira, 2004; Adedokun, 2005; Okoro and Osawemen, 2005; Omolola, 2007; Noah, 2008; Okeke, 2011; Chukwudi and Gbakorun, 2011; To put it another way, there are no studies looking at the prevalence of sexual harassment in the industry. Although a similar study was recently conducted in one of the country's Private Christian Mission Universities (Crawford University) by Ojo, (2013), it focuses on the "Assessment of the Acceptance of Rape Myths among Nigerian University Students: Crawford University in Nigeria under Survey" and lacks knowledge on female students' experiences. Furthermore, the research does not indicate whether female students report incidents of sexual assault to the school administration. Finally, the survey does not include information on the number of employees who have been accused of sexual harassment and the disciplinary measures taken against them. As a result, we hope to go beyond the reach of the previous study by filling in these information gaps. Because accusations of sexual harassment have not been investigated at Nigeria's private faith-based universities, this study might be highly important.

1.3       OBJECTIVE OF THE STUDY

I.         To determine how frequently male students are sexually assaulted.

II.      To find out whether students report sexual harassment to authorities.

III.   To determine the severity of the penalty meted out to abusers.

IV.   To assess the effect of sexual harassment on the studies of students.

1.4       RESEARCH QUESTIONS

i.         How frequent do male students get abused?

ii.      Do students report cases of sexual harassment to authority?

iii.   What are the penalties given to abusers?

iv.   What effect do sexual harassment have on students study?

1.5       SIGNIFICANCE OF THE STUDY

This research would benefit university students because it would help authorities to handle harassment cases, and university counsellor would learn how to interact with students who are victims of sexual harassment with the help of this study material. Finally, this research work would greatly benefit students and scholars who would like to do such research.

1.6       SCOPE OF THE STUDY

This research examines the impact of sexual abuse on Nigerian university students and how it is dealt with, as well as the penalties imposed and the authorities' response. The research is carried out by gathering knowledge from university of Calabar students.

1.7       LIMITATION OF STUDY

The study was constrained by time as well as a lack of research materials, and students were hesitant to share their individual experiences.

1.8       DEFINITION OF TERMS

sexual harassment: Sexual harassment involves the unwanted and improper offer of benefits in return for sexual favours, as well as the usage of explicit or implied sexual overtones.

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