Can I Say "No"? How Power Dynamics Hinder Consent in University Settings

Area of Science:

• Social Sciences
• Gender Studies
• Higher Education Studies

Background:

• Gender-based and sexual violence in higher education (GBSVHE) remains a significant issue.
• Current educational approaches often focus on assertive sexual consent, emphasizing the ability to refuse unwanted sexual advances.
• However, the effectiveness of solely teaching refusal skills is questioned due to the complex nature of GBSVHE.

Purpose of the Study:

• To investigate the complex relationship between sexual consent and GBSVHE in university settings.
• To explore how power dynamics influence the acknowledgment of nonconsent among victims of GBSVHE.
• To identify factors that hinder the recognition of nonconsent in higher education environments.

Main Methods:

• Qualitative analysis of 52 first-person accounts from individuals who experienced GBSVHE.
• Examination of narratives to identify recurring themes related to power dynamics and consent.
• Focus on understanding the lived experiences of victims within university contexts.

Main Results:

• Power dynamics significantly obstruct the acknowledgment of nonconsent in higher education.
• Gendered dynamics, social norms, and authority relationships were identified as key facilitators of these power imbalances.
• Victims' experiences highlight the inadequacy of simple 'say no' strategies in addressing complex consent issues.

Conclusions:

• Effective strategies to combat GBSVHE must address the pervasive influence of power dynamics.
• Raising awareness about how power structures affect consent is essential for prevention efforts.
• Promoting ethical conduct, respectful interactions, and egalitarian relationships is crucial for fostering safer university environments.