Demystifying Gender-Based Violence Defilements of Female Students with Disabilities in Higher and Tertiary Inclusive Institutions in Masvingo

Abstract

In Research covering gender-based violence (GBV) against female students with disabilities in tertiary institutions is occurring at a very slow rate. Such studies are imperative towards eradication of, by 2030, gender-based violence against female students with disabilities (FSwDs) enrolled in such settings. Female students with disabilities frequently face challenges in academic and social participation, as they are subjected to discrimination and social exclusion. In particular, they are prevented from accessing academic rights that are freely available to other students at tertiary institutions due to myths and misconceptions surrounding gender-based violence statutes and human rights declarations. The students encounter particular vulnerabilities to violence that are escalated by obstacles in accessing justice. Recent studies show that students with disabilities are ridiculed, viewed as students who are paying for their sins, and perceived as witches and wizards. The researcher adopted the qualitative research approach entrenched in the interpretive paradigm. The study employed the phenomenological design. Focus group discussions and semi-structured face-to-face interviews were used to generate data from female students with disabilities and lecturers in inclusive tertiary institutions. Data generated were thematically analysed. The analysis was rooted in Critical Disability Theory. It emerged that FSwDs are more vulnerable to all forms of violence as a result of their physical status, mental capabilities and the over-dependency syndrome on their education and livelihoods. The need for awareness and sensitisation on GBV and human rights was proffered. Reproductive health information in accessible formats to all students with disabilities, and the enactment of deterrent policies against perpetrators of violence against female students with disabilities at tertiary institutions, were recommended.