THE IMPACT OF SEXUAL VIOLENCE ON FEMALES’ ACADEMIC PERFORMANCE AT TERTIARY LEVEL
DOI:
https://doi.org/10.58760/mairaj.v3i1.27Keywords:
Tertiary level., Female Students, Academic Performance, Sexual Violence (SV)Abstract
This study examines the pervasive issue of sexual violence (SV) experienced by millions of women globally, with a focus on its profound impact on the academic performance of female university students. Through 10 in-depth interviews with survivors in Islamabad's public universities, data was collected using an online questionnaire. Drawing on feminist theory, the research underscores the societal construct of gender inequality affecting women's lives. Major themes identified include challenges in concentration, emotional distress from abuse, reporting difficulties, the need for university counseling, and the importance of institutional policies. Respondents expressed how SV hindered educational focus and caused discomfort, fear, absenteeism, and reduced academic participation. Recommendations stress the necessity for qualified counselors and proactive university policies to create a secure learning environment, emphasizing the crucial role of educational institutions in preventing and addressing sexual violence.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright in their articles. By publishing in The Journal of Contemporary Social Sciences, authors grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International License. This license permits users to read, download, copy, share, distribute, adapt and build upon the published material for any lawful purpose, including commercial use, provided that appropriate credit is given to the original author or authors, the original publication is acknowledged, a link to the license is provided, and any changes are indicated.
Authors retain copyright in their articles. By publishing in The Journal of Contemporary Social Sciences, authors grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International License.
