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UNIVERSITY RESPONSES TO FORCED MARRIAGE AND VIOLENCE AGAINST WOMEN. RENATE KLEIN & MARILYN FREEMAN LONDON METROPOLITAN UNIVERSITY SRHE SEMINAR 8 MAY 2014. Case Examples. Student is exploited by relatives on whose financial support she depends - PowerPoint PPT Presentation
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UNIVERSITY RESPONSES TO FORCED MARRIAGE AND VIOLENCE AGAINST WOMEN
RENATE KLEIN & MARILYN FREEMAN
LONDON METROPOLITAN UNIVERSITY
SRHE SEMINAR 8 MAY 2014
CASE EXAMPLES
• Student is exploited by relatives on whose financial support she depends
• Student is physically abused by father of her child• Parents/family support student’s studies on
condition that she get married to man of family’s choice when studies completed
• Student has experienced abuse in childhood, and in multiple abusive relationships as adult
• Student is physically abused in context of FM
Freeman & Klein, 2012
WHY SHOULD UNIVERSITIES BOTHER?
Extent of problem
Disproportionate impact on female students
Legal duty to end discrimination
Improve access & participation
PREVALENCE
National Union of Students, 2010
PREVALENCE
Stenning et al., 2012
FORCED MARRIAGE UNIT CASE LOADS
2012 1485 cases
82% female, 18% male
71% 16-25 years old
2013 1302 cases
82% female, 18% male
73% 16-25 years old
www.gov.uk/forced-marriage
IMPACTSHEALTH SOCIAL ACADEMIC
•Depression•Eating disorders•Alcohol or drug use•Suicidal thoughts
•Scared of leaving house•Loss of confidence•Difficulty trusting other people
•Poor performance•Avoiding courses•Delay of progress•Disruption of studies
Feltes et al., 2012
DO UNIVERSITIES KNOW?
Stenning et al., 2012
REASONS FOR LOW FORMAL REPORTING
• Violation seen as “normal”
• Fear not to be believed
• Fear that authorities will ridicule or dismiss
• Fear that authorities will take inappropriate action
• Not wanting to upset friends/family
• Unwilling to bring charges against family
Klein, 2012
RED FLAGS IN ACADEMIA
Failing academically
• Failing a paper or exam• Sudden change in habits, not attending classes anymore
or attending too much• Absence from classes
Requesting leave from classes to go home for an “arranged” marriage
Family or relationship “problems”
Crisis point
HOW DO UNIVERSITIES RESPOND?
Research Methodology:
Semi-structured interviews• 24 staff at 9 different PSE institutions• 6 staff at 6 different NGOs• 5 police officers from 5 different PDs
Keyword searches on websites- 16 HE websites, 40 FE websites
Freeman & Klein, 2013
KEY FINDINGS• Response is up to individual staff members
Most highly motivated, well-meaning
Some well informed, specialist VAW training
Many without specialist VAW training
• No systematic, institutional response
• Problematic assumptions
About disclosure
About “generic” interventions
Freeman & Klein, 2013
PROBLEMATIC ASSUMPTIONS ABOUT DISCLOSURE
No disclosure means no problem?
Student will say things in a way staff member expects?
Distinction between arranged and forced marriage is clear?
Somebody else at university is first port of call?
Klein, 2012; Ullman, 2010
PROBLEMATIC ASSUMPTIONS ABOUT INTERVENTIONS
Talking to parents helps?
Generic counseling skills are sufficient?
One-stop complaint processes are helpful?
Non-specialist policies (e.g., anti-bullying) are sufficient?
COMPREHENSIVE RESPONSE
Core responsibility for cultural transformation at institution
Specialist institutional policy with adequate staff training
Awareness campaign: campus culture and resources
• Statement and action against abuse-conducive contexts• Information about specialist resources• Opportunities for disclosure (being clear on confidentiality)• Supporting students’ informed decisions
Participation in multi-agency working
Periodical impact evaluation
