The Role of Men in Challenging Gender-Based Violence
Following the murder of Sarah Everard, there has been a flurry of activity and reporting asking how violence against women still persists in 2021. This has led to recent announcements from the government that they will be increasing street lighting and police presence to help combat Gender-Based Violence (GBV) and make women feel safer (BBC, 2021). The government’s latest announcement, however, seemingly misses the point. GBV will continue to occur unless the root of the problem is tackled, that is, gender inequality.
GBV does not occur in a cultural vacuum. Gender roles, unequal power relations and social norms culminate to generate an environment where GBV continues to affect thousands of women and girls. Although they may be framed as ‘relatively harmless’ or ‘just a bit of fun’, micro-aggressions and ‘banter’ can normalise sexist remarks and harassment. Unchallenged, such rhetoric can also serve as a starting point for unbalanced power dynamics to escalate and a place from which violent behaviours can stem. With regards to the Everard case, the perpetrator has been alleged to have exposed himself indecently several days before the attack, posing the question as to whether the lack of a tough response emboldened him to go on to murder (MyLondon, 2021). Yet, it is important to bear in mind that this is a societal issue, rather than an isolated incident of GBV.
This is of particular relevance when discussing children and young people. Dr Jessica Taylor (2020) notes a 2016 report by the Women and Equalities Committee found that:
- Between 2012 – 2015, 5500 sexual offences were committed by school children against other school children
- 59% of girls had been sexually harassed in the school environment
- 22% of girls aged 7-12 reported experiencing ‘sexual jokes’ or ‘sexual banter’ from boys at school
- 29% of girls aged 16-18 girls had experienced unwanted sexual touching in their school environment
This highlights the need for gender inequality to be tackled within schools, as well as by external bodies working with boys and young men. Educational settings play a crucial role in actively addressing gender stereotypes and sexism. Pinkett and Roberts (2019) discuss how men challenging the unacceptable behaviour of other men can help them to see different ways of being male. Similarly, Al Garthwaite, who pioneered the first ‘Reclaim the Night’ march, emphasises that one of the best ways that men can help is by talking to other men (Guardian, 2021). Organisations such as White Ribbon continue to campaign and work with men and boys to change the attitudes and culture in which violence against women is normalised and persists (White Ribbon, 2021).
For further information regarding challenging gender stereotypes and sexism within nurseries, schools and colleges, the Gender Action website has a collection of free resources. The articles and research discussed, as well as other resources regarding sexism in schools, can be found below.
Links:
1: https://www.bbc.co.uk/news/uk-56410943
2: https://www.mylondon.news/news/south-london-news/sarah-everard-suspect-indecent-exposure-20094705
3: “Why Women are Blamed for Everything: Exploring Victim Blaming of Women Subjected to Violence and Trauma” by Dr Jessica Taylor (2020)
4: Women and Equalities Committee, (2016) Sexual Harassment and Sexual Violence in Schools, Third report of session 2016-17, House of Commons
5: “Boys Don’t Try? Rethinking Masculinity in Schools” by Matt Pinkett and Mark Roberts (2019)
6: https://www.theguardian.com/uk-news/2021/mar/12/men-must-challenge-other-men-womens-safety-campaigner-al-garthwaite-sarah-everard
8: National Education Union and UK Feminista, (2017) “It’s just everywhere”: A study on sexism in schools – and how we tackle it”