COMMANDING TRANSFORMATIVE CHANGE
Community Based Research Engaging University
Partnership to Address Gender—Based Violence
WHO WE ARE
Community Perspective University Perspective
Janice Kennedy
Natalie Hynes
Dr. Marie Croll
Dr. Holly Pike
LET’S WORK TOEGETHER…
WHAT IS GENDER- BASED VIOLENCE?
Work within your groups to
come up with a single definition of “gender-based violence”.
Note any challenges that your group encounters as you discuss the meaning.
SO…WHAT IS IT?
GBV is …
PROJECT P.E.A.C.E.
Promoting Equality & Accountability through Community Engagement
2-year project
Development of a regional strategy to address gender-based violence
Incorporating the principles of capacity-
building and community engagement
HOW ARE WE ADDRESSING GBV?
6 Needs
Assessment Needs Assessment
• Service Provider Interviews
• Focus Groups with Women &
Girls
Regional Strategy Regional Strategy
• Recommendations
• Partnerships
Implementation
Implementation • Engaged
community
FINDINGS
Access to housing Access to
housing
• Waitlist
• Stigmatisation
• High cost of rent
Financial Barriers Financial
Barriers
• Loss of income
• Costs of leaving
• For community organisations
Childcare &
Transportation Barriers Childcare &
Transportation Barriers
• Financial
• Rural vs. urban
Stigma &
Victim- Blaming Stigma &
Victim- Blaming
• From service providers
• From the public
• In accessing services
• Amongst peers
Findings
“They deserves it sometimes [to be hit] and that’s how you make them a respectable person.”
“I raised kids and no violence but I’d smack them across their heads.”
“A lot of Corner Brook women act without respect for themselves so they
are disrespected, because I mean who is going to give you respect if you
disrespect yourself. That’s how verbal and emotional abuse starts.”
“If you’re gonna be a s***, then you deserve it. If it happens, and
you wanted it, then don’t act innocent. Deserve the treatment
you get after.”
“I think it’s the drunk person’s fault, too, if she does it every weekend.”
“A lot of people say woman deserves it or deserves a beating.”
“You need to cover up. If you get drunk and dress that way, you probably will get raped and end up pregnant with a father who doesn’t care about you or the child. “
8
FINDINGS
Lack of Knowledge
Lack of Knowledge
• Consent to sexual contact
• Definitions of violence
• Service that exist to address GBV
Confidentialit y
Confidentialit y
• Rural context
• Neighbourhood
• School
Lack of Education
Lack of Education
• Definitions of violence
• Healthy coping skills
Barriers to
service
FINDINGS
10
Loss of support systems
Loss of support systems
Lack of housing
Lack of housing
Lack of safe space for
youth Lack of safe
space for youth
Barriers in the Rural Context
“It’s a small town so everyone will know…”
Opportunities
Priorities
Strategies What can we do?
Capacity-building
Accountability Consistency
ENGAGING THE UNIVERSITY
COMMUNITY AGAINST
GENDER-BASED
VIOLENCE
Status of Women Canada: Call for Proposals (“Engaging young people to prevent violence against women on post secondary campuses” )
Primary Objective:
To identify gaps in service, assess campus needs and engage students, faculty and staff against gender-based violence within the university community.
Three Primary “Phases”
1) Research / Needs Assessment 2) Campus Community Plan
3) Implementation/ Activities
WHAT IS THE PROJECT ALL ABOUT?
Capture snapshot of GBV and campus needs/gaps in service – (students, faculty and staff!)
Literature Review (Environmental scan)
Focus Groups (qualitative) – Fall 2012
On-Campus Needs Assessment Survey (quantitative) – Winter 2013
Capture snapshot of GBV and campus needs/gaps in service – (students, faculty and staff!)
Literature Review (Environmental scan)
Focus Groups (qualitative) – Fall 2012
On-Campus Needs Assessment Survey (quantitative) – Winter 2013
PHASE I:
RESEARCH / NEEDS ASSESSMENT
Data Analysis & Report of Findings presented to Stakeholders – Spring/Summer2013
Collaborate with stakeholders to develop a plan to address violence and harassment based on
identified needs (Summer 2013)
What Resources/programs/services are available on campus?
Where are the Gaps?
What can Stakeholders do to address the gaps and improve service?
How can we work together to close the gaps?
Data Analysis & Report of Findings presented to Stakeholders – Spring/Summer2013
Collaborate with stakeholders to develop a plan to address violence and harassment based on
identified needs (Summer 2013)
What Resources/programs/services are available on campus?
Where are the Gaps?
What can Stakeholders do to address the gaps and improve service?
How can we work together to close the gaps?
PHASE II:
CAMPUS COMMUNITY PLAN
Activities to address GBV and identified campus needs/gaps in services (Fall 2013/ Winter 2014)
Engage campus groups in implementing activities and events.
Gather feedback, evaluate project.
Sustainability?
Activities to address GBV and identified campus needs/gaps in services (Fall 2013/ Winter 2014)
Engage campus groups in implementing activities and events.
Gather feedback, evaluate project.
Sustainability?
PHASE III:
IMPLEMENTATION OF ACTIVITIES
In Partnership with:
A project of the
Corner Book Status of Women Council
Project funding provided by:
COMMUNITY-UNIVERSITY RELATIONSHIP
Project P.E.A.C.E
.
CAMPUS Project University
MUCEP
Access to students &
facilities
Addressing gender- based violence
Collaboration on projects
Breaking down the “Ivory
Tower”
CU Expo
LOST IN TRANSLATION
GENDER-BASED VIOLENCE
Assumed / Limited Definitions Adopted / Inclusive Definition
Defined as violence against women and girls
Can be defined as any aggressive action that threatens safety, causes physical, social or emotional harm and denigrates a person because of his or her gender identity, perceived gender, sexual identity, biological sex or sexual behaviour.
Can include, but is not limited to, sexual assault, inappropriate, problematic or intrusive behavior, exploitation, misconduct, harassment, discrimination, relationship violence, emotional or psychological abuse, sexism, homophobia, transphobia, etc.
(Toronto District School Board Gender-based Violence Policy 2010)
Lost In Translation
TARGET POPULATIONS
Assumed / Limited Definitions Adopted / Inclusive Definition
Campus = students
“Young People”
“Girls”
Included faculty and staff in project research and activities – not only students.
Term fails to recognize that post- secondary students do not necessarily fall within a specific age range.
Excludes “gender” – campus violence often related to gender role expectations
Adoption of “mature minor” for inclusion of “girls”
WATCH YOUR LANGUAGE!
“Data Collection” vs. Research
“Environmental Scan” vs.
Literature Review
“Deliverables” vs. Report
Click icon to add picture
Click icon to add picture
Lost In Translation
ISSUES WITH ETHICS
Ethics not considered part of a community project
Participant safety less relevant than risks to the organization
Approved project activities and timelines did not consider the research ethics
process
Challenges encountered by a community- based organization requesting ethics
clearance to collect data at the university
Lost In Translation
ADAPTING TO CONTEXT
Regional Strategy vs. Community Plan Rural vs. Urban
Context Matters
In the community…
ADAPTING TO CONTEXT
Academic Semesters vs. Project Timelines Campus Climate vs. Broader Community
Context Matters
On campus…
SYMBIOSIS?
Community-based projects benefit from the relationship…
How does the university benefit from community engagement?
Community
University
WELCOME UNEXPECTED OUTCOMES!
Negative became the positive because of the strengths of the partnerships
University able to adapt to needs of community-based organizations (e.g.
Research Office)
Breaking down the “Ivory Tower”
Our projects established community-
university connections that have paved the
way for future collaboration
TAKE AWAY MESSAGES…
Community-University partnerships work!
Every university every should have a
mechanism for ensuring that the community has the opportunity to find university
participants in its activities
