Intersectional approaches in higher education policies on gender-based violence. Insights from survivor and bystander experiences

This presentation discusses hindering factors in institutional policies that stop victims/survivors and bystanders from voicing their experiences and report incidents of gender-based violence in higher education organizations. We define institutional policies as both formal protocols or documents, and processes of their implementation which depend on structures, beliefs systems and norms. A large-scale mapping of policies in 48 universities and research organizations in 15 countries in Europe shows that intersectional discrimination is scarcely addressed in the gender-based violence policy discourse (Huck et al., 2022). Insights from our 54 semi-structured qualitative interviews with survivors and bystanders (Blazyte & Pilinkaite Sotirovic, 2023) add to the findings of previous research (Naezer et al, 2019; Clinton-Sherrod, M. et al, 2018), highlighting that policies, processes and cultural norms support the normalisation of violence. When describing their work and study environment, nearly all interviewees mentioned that while there is gender diversity in top management, ethnic group diversity is missing, particularly in management and leading positions. Nevertheless, the gendered hierarchies in higher education practices prevail, allowing women academics a seat at the table, get grants and earn a good reputation with their publications, but considered to be inferior, not equal and not supposed to talk back (Blazyte & Pilinkaite Sotirovic, Report on interviews with researchers at higher risk to gender-based violence, 2022 (confidential report)). Interview narratives of women of colour disclose more nuanced insights about racialised and sexualised prejudices, stereotypes and attitudes embedded in structures and norms of higher education that invalidate any concerns of manifestations of gender-based violence. The qualitative interviews point to institutional factors, behaviours and attitudes that generate, coerce and support silence. Applying Herschovis et al. 2021 concept of “network silence” this presentation will highlight how silencing is socially learned and/or compelled. An intersectional approach to the analysis of institutionalised factors, behaviours and attitudes reveals a more complex understanding of the normalisation of gender-based violence in higher education.