By Ibrahim Lawal Ahmed.
In October 2019, British Broadcasting Corporation popularly known as BBC, released a Documentary titled: ‘Sex for Grades.’ For weeks after the release of the Documentary the media was awash with the discussion of sexual harassment by lecturers across the Tertiary Institutions in Nigeria, particularly the universities. It was an unprecedented revelation that inspires bold attempts to diagnose gender discrimination and abuses which are becoming cancer to university System. Even more revealing is that, sexual harassment is the reflection of the moral decadence in the society; it presence in the Universities express the permutation of societal mores into the campuses.
Two things make the issue of sexual harassment very worrisome, demanding urgent attention. First, the phenomenon is ubiquitous across all the university campuses. Second, growing perception of sex as gratification and instrument of inducement by the lecturers and students perpetuating such heinous act. Consequently, it is a setback to girls education and women empowerment as it discourages attaining higher education of women, obstruct their capabilities and even destroy their dreams.
According to a popular adage, if you educate a woman, you educate the whole society, therefore the issue of sexual harassment in the university System must be tackle head on. It is important to note that, sexual harassment or abuse in the University campuses is not a one-way affair where it is always the lecturer that harass his female students, students also do induce lecturers. That is the ‘Other Side of the Coin.’ Also, the issue has to be viewed in the context of power-relationship. Therefore, it is an unequal exchange relationship. Peter Blau defines power as the manipulation of rewards and punishments. The relationship is more or less like the way Blau viewed power. Grades are the rewards while Carry over is the punishment. In this regards, sexual harassment and inducement can be defined as ‘Sex for Grade’ where the grades are ‘Sexually Transmitted.’
Ace columnist and author, Segun Adeniyi
Sexual harassments and inducement in the universities campuses is something, until recently, spoken in whisper and the outcry of the victims and activists is seldom heard. Olusegun Adeniyi takes a courageous bid to uncover and start serious discussion on this immoral act that is rotting the standard of our education. In 135 pages of fascinating narratives and true account of incidences of sexual abuses in the Universities across Africa with particular emphasis in Nigeria, Segun provides an unparalleled understanding of the issue. It is quite daunting to undertake research covering African continents due to problem of getting data which is a reflection of our development. Though not covering all the 55 African countries, Segun was able to establish the issue of sexual abuses in 26 African countries crossing all the 5 economic sub-regions. By doing such, he has shown that the phenomenon is not unique only to Nigeria.
The book unveils the intricacy and challenges face by authorities particularly the University Management and the Independent Corrupt Practices and other Related Offences Commission (ICPC) in investigating and probing sexual abuse cases. As it is a shady act, investigation has to be rigorous and thorough for the conclusion to be precise and correct. Each actor, both the victim and the accused, employ their skills to prove their stance. One particular case which the author titled, ‘The Cyril Ndifon Palaver’ is a teaser. Any jury that listens to the narration of Miss Nkang and defence of Professor Cyril will be perplexed. The Professor employed his knowledge of law in the finest wits of a lawyer. After reading the account, one will be left wondering who is saying the truth.
One particular debate, on the issue of ‘Sex for Grades,’ is the question of who is to be blamed? The author clearly leans on the side of the feminists. To him, the whole issue is a question of power. The relationship between lecturer and student is an unequal arrangement where the power is on the side of the lecturer. He argued, “the lecturer does not have to go along with the student’s wishes. On the other hand, a student facing inappropriate pressure from a lecturer may not have the luxury of just refusing and moving on, because her grades may depend on it, (p. 107).” But still, antagonist to this view have pointed out that it is the female students, mainly through their indecent dressing that are inducing the lecturers to sexual misconduct. Relaying on biology, the central argument of this group is that “men are not wood.” Indeed, men are not wood neither are they animals. They have reasoning and ought to know what is right and wrong, and be able to control their impulses. Therefore, quoting Dr. JeminaNunoo, a female lecturer in Ghana, the author wrote, “in the case of sex for grades the student is never at fault. Even if they are willing. Even if they initiate it. Even if they beg for it. Even if they show you all. The contours of their body. You see, the onus and the lies with the lecturer, (p. 108).” The question is why? The answer is because “lecturers are supposed to be professionals, held to higher standards, (p.106).”
In Chapter three of the book, titled, The Other Side of the Coin the author gives us incidences where students sexually harassed and induce lecturers. However, he concluded, “when lecturers let down their moral guards as authority figures, they not only give room for all kinds of disrespect, they also make themselves vulnerable to mischief. While we will never fully understand the motivation of the female students involved in the aforementioned cases, we can put safeguards in place to deter future occurrence, (p.122).” Can we really not be able to understand the reason why female students seduce male lecturers? Is it not because they want grades and do not want to study for it? It is telling that the author put the blame wholly and squarely on the lecturers.
He nevertheless draws attention to the fact that it is not all lecturers in Africa that abuse their trust with female students. In fact, the majority of lecturers are professional in their dealings with female students. He argued, “… it is important to stress that as prevalent as sex for grades may be on the campuses of institutions of higher learning across the continent, the lecturers who engage in such sordid practices constitute minority, (p.95).” Sadly, these lecturers do not “get much public attention due fact that good news hardly makes headlines. Besides, we can also argue that these lecturers are only doing their job as they should, so they attract attention only when caught on the wrong side of the law and public decency, (p.95-96).”
The book is worth reading in its entirety. Hardly, would you come across a book on ‘Sex for Grades in African Universities.’ What is also curious about the book is, almost all the references are sourced online. Indeed, ICT has shaped how research is conducted in this modern day. I can imagine the author sitting with his laptop going through tonnes of websites; he deserves to be commended. The aim of the book is to start up a serious discussion on the issue of sexual abuse at all levels of education with emphasis on the universities. The author argued, “as more and more girls are forced to abandon education for being graded on account of whether or not they sleep with some teachers at practically all levels of education, it is important that the issue of sexual harassment be taken more seriously in Africa, (p. 96-97).”
Indeed, the issue of sexual abuse has to be taken seriously not only in the educational institutions but across all the institutions in our society, including our homes.
Ahmed wrote from Abuja and is reachable on ibrahim.lawal26@gmail.com
