Demystifying Gender-Based Violence Defilements of Female Students with Disabilities in Higher and Tertiary Inclusive Institutions in Masvingo

Abstract

In Research covering gender-based violence (GBV) against female students with disabilities in 
tertiary institutions is occurring at a very slow rate.  Such studies are imperative towards 
eradication of, by 2030, gender-based violence against female students with disabilities (FSwDs) 
enrolled in such settings. Female students with disabilities frequently face challenges in academic 
and social participation, as they are subjected to discrimination and social exclusion.  In particular, 
they are prevented from accessing academic rights that are freely available to other students at 
tertiary institutions due to myths and misconceptions surrounding gender-based violence statutes 
and human rights declarations. The students encounter particular vulnerabilities to violence that 
are escalated by obstacles in accessing justice. Recent studies show that students with disabilities 
are ridiculed, viewed as students who are paying for their sins, and perceived as witches and 
wizards. The researcher adopted the qualitative research approach entrenched in the interpretive 
paradigm. The study employed the phenomenological design. Focus group discussions and semi
structured face-to-face interviews were used to generate data from female students with disabilities 
and lecturers in inclusive tertiary institutions. Data generated were thematically analysed. The 
analysis was rooted in Critical Disability Theory. It emerged that FSwDs are more vulnerable to 
all forms of violence as a result of their physical status, mental capabilities and the over
dependency syndrome on their education and livelihoods. The need for awareness and sensitisation 
on GBV and human rights was proffered. Reproductive health information in accessible formats 
to all students with disabilities, and the enactment of deterrent policies against perpetrators of 
violence against female students with disabilities at tertiary institutions, were recommended.