ESIB
ESIB has been extremely active at European level since its creation. Activities, either funded or co-funded by European institutions or related agencies, have been carried out on the following issues: "The knowledge society and lifelong learning" (1996), co-funded by E.C: DG XXII; "Women students in European and Mediterranean Region" (1997), awareness raising actions on development issues conducted by European youth organisations, co-funded by E.C. DG VIII "The Hidden Agenda: Sexual Violence at Universities" (1997), funded by the E.C. within the DAPHNE Initiative "ESIB-pilot project on providing information about the EU-Mobility Programmes and supporting EU Commission's survey" (1998), co-funded by the E.C: DG XXII "Information campaign on Socrates Programme by students Socrates promoters with AEGEE and ESN as partners" (2000), co-funded by the E.C. DG EAC within the SOCRATES Programme information providing for student and youth organisations on their role within the society and self-government of student associations" (2000), co-funded by the E.C. DG EAC within the Youth for Europe Programme.
NO means NO
ESIB's statement on the Effects of Sexual Harassment and Violence at institutions of higher education. Students experience sexual harassment and sexual violence as a threat to their physical and psychological development. ESIB believes this issue deserves more attention. Therefore ESIB is taking up this challenge and unites forces to fight sexual violence and sexual harassment at institutions of higher education.
Introduction
ESIB wants to take this opportunity to make a statement on the effects of sexual harassment and sexual violence at institutions of higher education. Students experience sexual harassment and sexual violence as a threat to their physical and psychological development. ESIB believes this issue deserves more attention. Therefore ESIB is taking up this challenge and unites forces to fight sexual violence and sexual harassment at institutions of higher education.
ESIB understands sexual harassment as unwanted sexual attention. We define it as any unwelcome pressure for sexual favours, or any offensive emphasis on the sex or sexual orientation of another person; it is behaviour which creates an intimidating, hostile or offensive working- or learning-environment. Students, lecturers, university and college staff can be both the victims and perpetrators of sexual harassment. Both genders may experience sexual harassment and sexual violence from both their own and the opposite sex. In the majority of cases of sexual harassment and sexual violence though, women are the ones who suffer.
Sexual Harassment in Society
Sexual harassment is a world wide phenomenon. Surveys undertaken in various countries show that sexual harassment can be experienced as a barrier to most aspects of life. At institutions of higher education, sexual violence and sexual harassment are limiting the personal and educational development and free movement. This can lead to drop-outs from the educational system, heavy psychological damage and social exclusion. Equal opportunities for both genders can not be reached under such circumstances and this is, therefore, an obstacle to democracy.
The Protagonists
Students may experience sexual harassment and sexual violence on different levels. The victims are facing serious problems on the individual level.
As students attacked are often in vulnerable or difficult situations (i.e. exams, dependent on perpetrator, lack of support or networks), the set of alternative strategies becomes limited.
Research has shown that the closer the relationship between student and professor the higher the risk becomes to be sexually abused . Sexual harassment and sexual violence are also carried out by fellow students (very often of higher age and at higher levels of studies), by so-called friends or colleagues, as well as by strangers.
The Current Structure
Institutions of higher education are mainly male dominated entities with a hierarchical structure. The more hierarchical the structure is, the more it seems to facilitate domination; meaning that the individuals on the lower levels of the structure will have a high degree of dependency towards the persons at the higher levels. In this way it reflects how society in itself is built. This creates a democracy problem.
A number of students are not aware of their rights, and/or are put in a weak position due to both limited assertiveness and self confidence. Room for discussion is very limited or does not exist at all. Society must be made aware of the situation in order to increase social responsibility. Space for reflection must be created where alternative strategies can be developed and put into action.
Instruments of Suppression
Persons in power are given a position to misuse the dependency of the suppressed by making the dependent invisible, withholding information, ridiculing, double punishing and creating a blame shame situation which creates uncertainty and weakness within the person experiencing them.
Often the borders of intimacy are not accepted. This includes unwanted sexual behaviour from harassment to violence, pressure, abuse of power, disrespect and making the victim dependent.
Thereby patronising behaviours are used to fortifying people in positions of power.
Equal Opportunities in Higher Education
Introduction
The Statutes of ESIB state that all “members of ESIB must be open to all students from... higher education institutions in the country concerned, regardless of... colour, ethnic or cultural origin, gender, sexual orientation,... or any disability they may have. To promote equal chances of access to education for all people.” It is important to ensure that this principle is enshrined in Higher Education (HE) as a whole to ensure that all students have equal access and opportunities within higher education, presuming that individual competencies and desire to learn are equally distributed throughout society. Education will only be truly equal if all people can participate in educational experience, which is accessible to all and that acknowledges and responds to the diversity of the student body in terms of access, progression and outcomes. This policy paper aims to give ESIB’s views on the Equal Opportunities issues within higher education, concentrating specifically on the areas around disability, sexual orientation, race and gender based on from the perspective of a norm in society. It is important to note that ESIB believes that all forms of inequality and discrimination are equally harmful and wrong. Frequently Higher Education is a reproduction of a largely “monocultural” society, preserving the dominant values and the values of the dominant groups. This monoculture has systematically led to the exclusion of many in society, because of economical, social, cultural factors and life choices. ESIB recognizes that socio-economic and cultural status have a large bearing on all aspect of equality as well as being characteristics that may be discriminated against in their own right. Many groups and individuals that are oppressed and discriminated against are also frequently typified by a relatively low socio-economic standing and a stigmatization of culture. Further, that these problems often stem from society discrimination against these groups. ESIB believes that no aspect of equality can be taken in isolation and that no form of discrimination should be regarded as more serious than any other and that all aspects should be addressed together in a holistic manner. The primary aim of equality in the Higher Education sector is to abolish its monocultural nature, so that HE becomes truly inclusive. While we specifically explore four areas in this policy paper, this is not intended to be a finite list. The process of obtaining equality is an ongoing one involving work by both national unions and ESIB. The mechanisms of discrimination of certain structural characteristics in individuals or groups in society and the higher education sector are similar, the marginalized groups are universal throughout Europe, but the real situation concerning the extend of discrimination can differ between the countries. We selected the four areas outlined in this paper because of ESIB´s previous engagement and work done on these topics.
Terminology
In an area such as equal opportunities it is important to ensure that people are speaking with the same terms and with the same interpretation of these phrases, we are therefore starting with a brief glossary of the key terms that are used in the discussion of equal opportunities.
Equality
Equality can be defined as parity of esteem, and access to opportunity, regardless of individual differences.
Discrimination
Discrimination can be defined as treating people differently or less favourably, for any given reason.
Oppression
Oppression is the denial of rights and limiting access and/or opportunity using the projection of power as a meansto achieve this.
Autonomy
Autonomy is the right to identify, organise and take ownership of information, decision-making and social, political and cultural activity.
Safe Spaces
Safe space provides for an environment free from all forms of discrimination. This could be an area, such as a women’s room. Within this concept there is the danger of a paradox developing, where the need to escape from discrimination leads to segregation, whichin turn could either breed contempt or engender discrimination by the “safe” group of “others”. It is important therefore, that safe space acts as a catalyst to reclaim public space so there would no longer be a need for “safe space”.
Liberation
Liberation is freedom from discrimination and oppression for all members of society, the right to be different but equal, both in law and social values.
Affirmative Action
Affirmative action is a means to achieve equality by a programofproactive measures.
Positive Discrimination
Positive Discrimination is a process that seeks to temporarily redress a specific inequality by focusing on the rights of the discriminated individuals or groups in society, in a particular setting and in an enforceable way. These measures are only means towards reaching equality in order to redress inequalities, but do not necessarily create equality in themselves. They can be understood only as short term measures.
Self Definition
Self Definition is the power of an individual to define him or herself and amongst others have the possibility tosay who they are and what they stand for without being bound by other peopleconstraints or labels.
Developing Equality Legislation
Equality Legislation should be seen as one of the vital steps in achieving equality. Nevertheless equality legislation alone cannot compel someone to change his or her views without being supported by proper enforcement. It creates the framework against which discrimination can be removed. That same framework then provides the support for the development of an equality orientated society although this requires a level of re-education to encourage a change in mindset. Equality Legislation may be useful in leading to social change, which removes any form of discrimination. Equality Legislation as a whole should always be framed in such a way that the aim is to create parity throughout society.
Disability Discrimination in HE
In addressing the issue of disability equality in higher education, it is important to appreciate the varied opinions and perspectives on disability that exist within society. Attitudes are everything inadressing disability discrimination, and forming constructive attitudes relies on starting from an even playing field. Perspectives on disability vary within three standard sociological models.
- The medical model is characterized by “labelling” via diagnosis, focusing on the misfortune of the disabled person and seeking to “cure” the disability.
- The charity model is based on sympathy for the disabled person from the “normal” society, which provides services and support because they feel pity. Again the disability is the domain of the individual, associating disability with shame and low self-esteem.
- The social model is founded on the central belief that an individual with an impairment is disabled by society, which creates and fosters attitudes that prevent people with different abilities from functioning equally within it. This model removes the emphasis from the disabled person and places the responsibility on society to adapt for integration, rather than adapt to discrimination. It also removes the onus from the impairment, as a wheelchair user and a mental healthservice user could both be discriminated against by discriminatory employment practices.
Disability discrimination takes many forms, both overt, in the deliberate denial of accessor services because of disability, and covert, for example in speaking over the head of a wheelchair user. In the context of higher education, disability discrimination can arise at all levels, including the admissions process, assessment, didactic, and, in a wider sense, mobility.
Solutions are complex and may rely on a combination of legislation, quality assurance audit with incentives, and most importantly, the involvement of disabled people. ESIB should promote awareness of the different models of discrimination and promote the social model as the best way of overcoming discrimination against disabled students. ESIB further believes that adaptations should be proactive rather than reactive, andshould seek to raise awareness, promote responsibility, and not provide an extra cost and inconvenience to the student.
Sexual Orientationin HE
For generations, LGB (Lesbian, Gay, Bisexual) people have been denied the opportunity to selfdefine through a socially acceptable and legally reinforced barrier of discrimination. As a result, LGB people have been forced into silence, invisibility and conformity, an experience that contributesto the increased levels of low self-esteem, depression and suicide in the LGB community. It is only in the last generation that the “Gay Rights Movement” has been created and starting campaigning for liberation of gay people. Development of the lesbian and gay community has significantly contributed to the diversity within the society as a whole. As those societies adjust to perceiving LGB relationships as “normal”, valid and loving, the fight for rights moves from legal equality to realistic equality. Archaic attitudes are still enshrined in law in many areas of the world, where homosexuality is still treated as a capital crime or a psychiatric illness, with associated stereotypes of gay people as “dangerous” or “promiscuous”. Even within Europe there are examples of discriminatory laws, for example in preventing schools from discussing the “homosexual lifestyle”. This has the effect of reducing information for young people in schools and denying them positive role models. This in turn reduces the concept of LGB relationships to the sex acts perceived by “society” to be the basis of LGB relationships, and denying gay youth the opportunities to discuss and explore loving relationships. In this context, students leaving school for University are unlikely to have had the opportunity to express their sexuality in a positive and safe environment.
The role of the student movement in supporting that diversity and providing that safe environment is enormous. When students move away from their parents for first time and experience the liberal atmosphere associated with higher education it can result in more students “coming out” and coming to terms with their sexuality for the first time. Students’ unions can play a key role in supporting these students by creating a safe space where students can talk to other gay people to help them come to terms with their sexuality. Students’ unions can also provide LGB Equality Training (“Pink Training”) for students’ union officers to help them better represent their students and also people that make homophobic remarks aspart of any punishment/ rehabilitation.
Ethnic and Cultural Diversity in HE
Racism, whether it is overt or institutionalized, as a concept is one of the most widely recognised and socially unacceptable forms of discrimination. In society, discrimination on the grounds of ethnic and cultural diversity pervades attitudes on the streets, inemployment, in social settings and in social support and welfare provision. Bearing in mind the role of higher education as a trendsetter there is discrimination on the grounds of ethnic and cultural diversity in the sector, and even in the student movement.There is a considerable under representation of ethnical minority groups at all levels of Higher Education. Discrimination on the grounds of ethnic and cultural diversity, in common with all discrimination can be considered in terms of obvious, direct abuse, and more subtle, sometimes even unconscious differentiation and institutional racism. Overt racial abuse occurs in higher education, in direct verbal or physical attacks, deliberate exclusion from courses or activities and breaching safe space in tolerating the activity of racist groups inthe student movement. More covert abuse takes the form of, for example, marking down on assessments, under representation on decision making bodies, or in deliberate or unconscious under valuation or refusal to validate the academic standards of other higher education systems. Within Higher Education it is important to counter the negative association experienced by ethnical and cultural minorities.
ESIB universally condemns all forms of discrimination on the grounds of ethnic and cultural diversity. Students are affected by overt discrimination on the grounds of ethnic and cultural diversity on a daily basis arising from the effect of national laws, the actions of institutions such as universities or political pressure groups, and the activity of individuals. ESIB further believes that a key to the overcoming of this prejudice is effective training for staff and students at all levels of the HE system. There is clear scope for the student movement to engage the media and other pressure groups fighting discrimination on the grounds of ethnic and cultural diversity in promoting awareness. Covert discrimination on the grounds of ethnic and cultural diversity is far more difficult to combat, but in many ways more important to address. Mentoring schemes between students currently in higher education, and schools should create role models and expectation of those groups and facilitate their accessing higher education. The regular revisiting of diversity strategies by institutions is important, and these strategies should look to the qualitative rather than the purely quantitative aspects of achieving integration. Student unions have to take an active role in the reviewing of curricula in order to fight ethno-centrism. The use of varied pedagogical tools to embrace different cultures should be encouraged so that academic standards can be accurately assessed without prejudice, eg. anonymous marking schemes.