SEXUAL VIOLENCE AND SEXUALITY
EDUCATION FOR THE VULNERABLE SEX:
EVIDENCE FROM RURAL SOUTH-EASTERN
NIGERIA TY
Judith Ifunanya Ani, Patricia Awa Taiwo I
Uche C. Isiugo-Abanihe S
UNIVERSITY OF IBADAN, NIGERIA R
IVE
Violence against children is one of the violations ofU humaNn rights. Althoughstudies have been done on sexual violence against female children, there aregaps in understanding of this phenomenon particularly in Nigeria. Conducted
in Ngwo, a rural community in Enugu State, Sou th-eastern Nigeria, the study
presents evidence on the reality and extentY of violence experienced by the girl-
child in this setting. Findings reveRaled that sexual violence in this area and
typically goes unreported. It was also found that knowledge of sexuality education
was lacking in breadth and deApth. Although more studies are needed to associate
lack of sexuality educatRion and experiences of sexual violence, the study concludes
that female children are highly vulnerable to sexual violence. We suggest that
comp rehLensivIe sBexuality education can be an important factor in curbing sexualNviolence. Together with increased awareness and advocacy that target parents,teachers and the society at large, governmental intervention with regards toA adequate sanction for perpetrators, introduction of structures for reportingD sexual violence and rehabilitation of victims of sexual violence are also critical toA dealing with this problem.IB BackgroundWorldwide, sexual violence is one of the widespread abuses againstwomen and girls that affect one-third of them in their life-time
(UN Secretary, 2006). It is another leading cause of death after
infectious and parasitic diseases (WHO, 2014). UNHR (2014:1)
defines sexual violence as:
a form of gender-based violence and encompasses any sexual
act, attempt to obtain a sexual act, unwanted sexual comments
or advances, or acts to traffic, or otherwise directed against a
person’s sexuality using coercion, by any person regardless of
174 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
their relationship to the victim, in any setting. Sexual violence
takes multiple forms and includes rape, sexual abuse, forced
pregnancy, forced sterilization, forced abortion, forced
prostitution, trafficking, sexual enslavement, forced
circumcision, castration and forced nudity.
This phenomenon is exacerbated by the characteristic lack of
sexuality education, which ideally should be an integral aspect of
education effectively and appropriately taught to young people,
particularly, female children, who are at a greater risk of Y
experiencing sexual violence (ISERT, 2014). However, in some IT
cultures, there is no consensus on the expediency of and appropriate S
constituents of sexuality education in Nigeria. This reality cutRs
across various divides or strata in the society. Some parents vEiew it
as a profane discussion (Nwokocha & Taiwo 2012), and Vin schools,
some teachers shy away from discussing issues on sexIuality. When
issues on sexuality are hardly broached, tUhis imNpacts negativelyon female children (Ogunjuyigbe & Adepoju 2014; Isiugo-Abanihe
and Isiugo-Abanihe, 2007; Woody, 200 1; Blakey & Frankland,
1996). Y
Sexuality education shouldR emphatically be seen as a planned
process of educatiRon thAat fosters the acquisition of factualinformation, formation of positive attitudes, beliefs and values as
well as LdevIeloBpment of skills to cope with the biological,psycho logical, socio-cultural and spiritual aspect of humanseNxuality. The benefits of sexuality education among others includesAits ability to promote sexual health by providing young people withD the opportunities to develop a positive and factual view of sexuality,A acquire the information and skills they need to take care of theirB sexual health, including preventing HIV/AIDS, respect and valueI themselves and others and above all acquire the skills needed tomake healthy decisions about their sexual health and behaviour
(NERDC 2001). Graham (1977) defined sexuality education as the
acquisition of knowledge, values and sexual skills which expose
the individual to knowledge about sexuality and sexual behaviour.
It relates to teachings on sex, relationships, skills and values that
will help young people become knowledgeable of their reproductive
and sexual rights and health, while using them appropriately
through proper decision-making. It revolves around health and
sexuality. It is an important aspect of socialization of the girl-child.
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 175
Schneewind (2001) referred sexuality education as the process of
acquiring ideas, beliefs, values, shared cultural symbols, meanings
and codes of conduct. Sexuality education goes beyond sex talks
to issues of biology, gender roles, body image and inter-personal
relationships, thoughts, beliefs, values, attitudes, feelings, and
sexual behaviours. It also includes personal skills (e.g. decision-
making, assertiveness, finding help, negotiation, communication,
values, self-esteem, etc.) and sexual health (such as prevention of
unwanted pregnancy, sexual abuse, reproductive health, etc.) Y
(NERDC, 2001). Thus, lack of proper sexuality education is evident IT
in the lives of young children either as perpetrators or victims.
It is erroneously believed that ignorance of the subject-matter S
will make the girl-child stay chaste. Yet, the girl-child is increasinglyR
abused, molested and threatened. Some of them ignorantly exEplore
risky sexual behaviour, lacking negotiation skills, and tIheV necessary
self-esteem to combat abuse and deception (Nwokocha & Taiwo,
2012). Although boys experience violence, howeNver, the centrality
of the topic on the girl-child has been r egUarded as important as
girls bear a disproportionateR burdYen of experiences of sexualviolence compared to their male counterparts (Fawole, Ajuwon &
Osungbade, 2012). SexualA discrimination and violence against the
girl-child is a glBobal Rfocus and was taken as a priority theme in thefifty-first sessIion of the United Nations Commission on the Statusof Wom eLn held in 2007 (26 February-7 March) on the theme “TheelNimination of all forms of discrimination and violence against theAgirl-child”.D United Nations Children’s Fund (UNCF) (2014) and UNICEFA (2009) stated that violence could take many forms includingphysical, sexual and emotional violence. To overcome these, youngIB people, particularly the girl-child (who bears the disproportionateburden of violence) must be empowered with the right andadequate knowledge, skills and resources through sexuality
education. This will help them make the right decisions, build self-
esteem, communicate and negotiate effectively, solve problems as
a team or with co-operation, be assertive and acquire coping
strategies in the event of violence. The WHO (2014) reported that
among girls age 10 and 19, violence was the second leading cause
of death after infectious and parasitic diseases. This risk increased
all through adolescence. In 2012, deaths from violence among the
176 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
girls aged 10-14 was 11,000 or 4 per 100,000. This was even higher
among girls aged 15 to 19 with 44,000 victims or 15 per 100,000.
The General Comment No 13 of the United Nations Committee
on the Rights of the Child (2011) enlisted forms of physical violence
as fatal and non-fatal, physical torture, cruel and inhuman physical
punishment, physical bullying, hazing and corporal punishments.
Some of these include burning, spanking, choking, burning,
punching, kicking, slapping, and so on. UNCF (2014) stated that
physical violence, mainly corporal punishments usually take place Y
under the pretext of discipline, mainly at home, by parents or IT
caregivers. Bullying which usually involves the use of aggression
to assert power or command obedience is done with a hostile intent, S
either verbally or physically expressed, repeated over time andR
causes distress for the victim, usually in psychological or relaEtional
forms (Farrington & Baldry, 2010; Wang, Iannotti & NIaVnsel, 2009;
Rigby, 2005; Pepler & Craig, 2000; OlweuUs, 1991).For this study, the girl-child is regarded as aN female below theage of 18 years. This is in consonance wi th the Convention on the
Rights of the Child (2001) defiRnitionY of a child as a person underthe age of 18 years. TheA term vulnerable sex is operationallyregarded so for younRger girls because of the nature of their physicalfragility to defend themselves compared to boys, their emotionalnature whichI mBakes them to be seen as “supposedly weak” andthe patriarchal nature of Nigeria which to some extent does not
favour  wLomen. Thus, the paper investigated sexual violence and
Asexuality education for the vulnerable sex in a rural south-easternD Nigeria by specifically exploring the extent of the experiences ofA sexual violence against the girl-child (the vulnerable sex) in thestudy area- Ngwo Enugu State; it assessed their knowledge ofIB sexuality education, discussing known forms of violence andexamining the effect of violence and lack of sexuality education onthem.
The Problem
Most gender-based violence is perpetrated by intimate partners,
caregivers, peers or relative, and takes place in schools, at home or
other places young people are assumed to be safe. So many cases
go unreported because of fear of labelling, stigmatization or threat
to life (Fawole, Ajuwon & Osungbade 2012; UNICEF, 2010;
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 177
UNICEF, 2009; Ikechebelu et al., 2008; Udegbe and Omololu, 1994).
Some victims are exposed to sexually transmitted diseases/
infections (STDs/STIs), vesico-vagina fistula (VVF), unwanted
pregnancy, drop outs in schools, low self-esteem, psychological
and emotional instability, reduced life chances; inability to earn
viable income, and a tendency to become an abuser (UNICEF, 2014;
UNICEF, 2009; Udegbe and Omololu, 1994).
In curbing violence against the girl-child, schools and homes
can be a place to inculcate norms of gender equality and promotion Y
of rights through sexuality education. Yet, in most low and middle IT
income countries, low levels of acceptance and teaching of the
subject-matter have been observed by various studies such as ISERT S
(2014) and UNESCO (2014). At the domestic or home level, someR
parents find it difficult to have sex talks with their childrenE and
others feel it is immoral. When some of them do so, tIheVy do it by
proxy (Nwokocha & Taiwo 2012). This is a reflection of deep-seated
ignorance on the importance of the su bject-mNatter by parents/guardians. Often, what parents failY to teaUch their children, theirpeers or the society teaches tRhem, often passing the wrong orincorrect information to them.
Cultural beliefs and Apublic attitude about sexuality create
barriers for proBper sRexuality education (ISERT, 2014). Indeed, inthe past, folksI were bonded deeply by traditional values but thesebecame  eLroded with modernization. Hence, the need for analNternative means of instilling values for both boys and girlsAgenerally. However, most forms of sexual socialization areD employed through nagging, threats and warnings which do notA generally empower them but dent their self-esteem (Nwokochand Taiwo, 2012). The majority of girls are also unaware of someIB negotiation skills, assertiveness and tactics used by males to solicitfor sex such as crying, buying gifts, kneeling, pleading, and so on.Moreover, they find it difficult to confide in older ones for fear of
stigmatization or labeling. Most often, their gender as female
present its own vulnerability and sometimes used as an object of
intimidation (UNICEF, 2010). In Nigeria, gender socialization
sometimes entails that women be submissive and docile, thus
penetrating into their life experiences such that they feel helpless
and defenseless as a result of the ideas of “masculinity” and
“femininity” imprinted in their minds from childhood.
178 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
Corroborating this notion, being masculine among boys is perceived
through sexual conquests and repeated sexually transmitted
infections (Varga, 2003), and in Jamaica, a boy feels entitled to
having sex with a girl if he spends a lot of money on her (Eggleston,
Jackson & Hardee, 1999). Consequently, these children become
victims of reproductive health mishaps such as STDs/STIs,
unplanned pregnancies, early marriage and early childbearing,
abortion, mortality, decreased life chances like educational
attainment and economic opportunities, and so on. (United Nations Y
Children’s Fund, 2014; Nwokocha & Taiwo, 2012; Nwokocha & IT
Taiwo, 2012; Nwokocha, 2011; UNICEF, 2005). S
Method R
The study adopted the qualitative approach using in-dEepth
interviews. Respondents were purposively chosen andI tVhe number
of interviewees was guided by theoretical saturation (cf. Strauss &
Corbin 1998). That is, interviews were discontinueNd when responses
from participants were observed to be r epUetitive. The study was
conducted in Ngwo, a rural area in EYnugu State, Nigeria, a location
from which there is little or nRo information about the girl-child’s
experiences of vioRlencAe. Fifteen in-depth interviews wereconducted to oBbtain detailed information from the participants.The study adhered to ethical principles of confidentiality,volunta riLnessI, beneficence, non-malfeasance, justice and the righttoN withdraw from participation at any point in the interview.APermission to conduct interviews among the girls were sought fromD the school management. The purpose of the study was alsoA disclosed to the participants and opportunities were given to themto ask questions regarding the study. Interviews were recorded,IB transcribed and translated, and the data were subjected to a contentanalysis.
Findings
Fifteen subjects participated in the study. They were between the
ages of 11 and 17, with mean age of 15.7. The participants were
students in secondary schools (Junior Class – 4; Senior Class- 11).
Eleven of them were of Igbo origin which is not surprising as the
study was conducted in south-eastern Nigeria which inhabits
mainly the Igbos. More than half have heard of what they
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 179
perceived to be sexuality education from various sources but mainly
from their mothers and teachers in school. The sources were:
Mother (5); Friends (2); Teachers (4); Health worker (1) and Corps
member (1). All the respondents had experienced at least one or
more forms of violence, with sexual violence been prevalent among
majority and mainly perpetrated by relatives and friends/
neighbors.
Experiencing Sexual Violence Y
The majority (11) of the girls reported having experienced sexual IT
violence. Most of them had not previously disclosed their
experiences because they could not confide in anyone. S
One of the girls narrated her experience: R
A friend of mine attempted to rape me. Thank God I esEcaped
but sustained a deep cut from a broken glass in hisI rVoom while
I struggled. He had lured me to come and pNick something in
his house. After the incident, I dYid not tUell anyone. In fact, youare the first person I am speaking to concerning that becauseof the way you approacheRd me (IDI/Girl/15 years/2018).Most times, the RvictimAs were threatened, even with death, ifthey dared to report the incidence to anyone. Narrating her ordealfrom her biolIogical father, a participant said:My  fLather Braped me twice at age 7 and 9 without anyNprotection. When he did that, he told me not to tell anyoneA and that he would kill me if I did. I was so afraid and couldn’ttell anyone including my mother. But one day, my mother sentD me to go and collect something from our relative living close toA us. When I got there, my aunty noticed how I was walking.IB She asked me if I had injury on my leg but I said no. she insistedto know what was wrong with me but I was afraid of tellingher because of what my father may do to me if he finds out.
She drew me closer to herself and assured me of confidence
and help. I told her my father had sex with me. She held me,
cried and screamed. She immediately sent for my mother who
was at her work place. My mother did not know what
happened. She thought one of my siblings beat me. She begged
me to tell her what the problem was and reminded me that I’m
her only daughter. I finally opened up to her. She screamed
180 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
and cried. She asked me how many times he did that to me
and I told her twice and that the second one took place the
previous night. I was so afraid. I felt devastated. I was crying.
I was confused. The thought of what my father could do to me
filled my mind. My mother then took me to the hospital. The
doctor initially doubted but then confirmed it. My mother felt
helpless. I was then tested for HIV and STDs. I tested negative
for HIV but positive for STDs. I thank God. Although my father
is HIV positive, I did not get it. Now, my father is in prison Y
because my mother reported to her parents and relatives who T
then took it up and reported to the police… Ordinarily, I know I
my mother may not have reported to the police without S
involving her people and the elders first. She mayV alsoE have
R
kept it within the family alone so that I will not bIe insulted orgossiped about (IDI/girl/11years/2018).
While the above statement gives h opUeful Nscenarios of howperpetrators of sexual violence can bYe brought to book, the harmfuleffects of being sexually violatRed as reflected in the contraction ofsexual transmitted infection and risk of being HIV-infected cannotbe swept under the carpAet. Again, the inability of the victim toexpose the perpetRrator because of threats and feeling ofdisempowermIeBnt experienced by the girl-child is also a matter tobe concerned about. But for the observant, without sensitive andskillful  inLtervention of the victim’s aunty and support of familymNembers, such perpetrator would have been roaming freely aroundAthe streets as the victim would have kept it to herself.D Some of the victims did not only experience psychologicalA trauma but also got pregnant and was about to drop out of schoolB as a result of sexual violence. A respondent said:I In few months, I will become a mother. My brother’s friendraped me and got me pregnant. The man is married with kids,
yet, he raped me.  Now, I am about to drop out of school when
I should be preparing for my West Africa Certificate
Examinations (WAEC) in a few years.  When it happened, I
was afraid to tell my grandmother who I live with (My mother
is late). When my uncle and grandmother found out, they did
nothing, not even to report to the police because they want to
protect me from shame. I regret the incidence. I feel depressed
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 181
for my unplanned motherhood and for dropping out of school.
I wish my uncle never sent me to his friend’s house to pick
something for him (IDI/girl/17years/2018).
While the result of this experience contradicts the first, the
supposed concerns about keeping sexual violence secret among
family members in order to protect the girl-child from
embarrassment has aggravated the prevalence of this harmful act
and ruined the lives of many victims.
Sexual violence also manifested itself in form of unsolicited and Y
unwanted touch and takes place where the girl-child was perceived IT
to be safe especially with siblings or close relatives. Most of these S
kinds of incidence are usually covered up and the location of theR
perpetrator or victim changed. Perpetrated by a biological brEother,
a respondent reported thus: V
My biological brother attempted to rape me. I wasI lying in my
room at night. He came in and began talkiNng with me. In a
short while, he made his way into privUate part and wanted to
have sex with me. I screamed and m y parents rushed into my
room. They almost disowned hYim but later forgave him and
sent him to live in anAotherR State (IDI/girl/16years/2018).
While friends and neighbors also perpetrated acts of sexual
violence, thesIe wBere Rtypically not reported often to shield the girl-child from public scrutiny or shame, or as a result of fear on the part
ofN the v icLtims especially when they had been threatened or whenAthe perpetrators are cultists. On this note, a respondent disclosed:D A guy attempted to rape me. On another occasion, he slappedA and beat me up. I did not tell my parents because I do notB want any trouble. The guy is a cultist and he has bad friends.I He may hurt my people if I report him (IDI/Girl/15years/2018).
Some also reported emotional violence mainly in the form of
labeling, threats, humiliation and spiting. The respondents who
experienced these reported being labeled “ashawo” (prostitute).
They expressed how deeply they were hurt and ashamed by the
incident perpetrated against them. Another participant said, “My
friends were calling me prostitute after they heard about my ordeal
which was not my fault” (IDI/girl/16years/2018).
182 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
The study accidentally discovered (serendipity) what the
authors termed perceived lessons. Sometimes, victims justified their
experiences of violence and often blamed themselves for the
occurrence. Surprisingly, some of the respondents expressed that
their experience of violence taught them some lessons which they
would never have learnt. For instance: “My experience has taught
me to comport myself and become more careful with guys. If I didn’t go
through that, I would not have learnt this” (IDI/girl/14years/2018).
This scenario of justifying violence even by the victims themselves Y
leaves one wondering if indeed the perpetrators were justified in IT
carrying out such abuses against them. This increasingly calls for
sensitization both for perpetrators to stop the heinous act and for S
the victim to desist from blaming themselves or justifVying thei
Rr
experiences but take appropriate and bold steIps to Ebringperpetrators to book.
Knowledge of Sexuality Education N
Respondents’ knowledge of sexuality e dUucation was examined
during the interview. More than hYalf of the respondents agreed
that they have been appArisedR of sexuality education, mostly bymothers, teacher aRnd friends.  However, the contents of theinstruction theyB received left much to be desired. Several themesin sexuality eIducation were missing out including knowledge ofthe body, assertiveness, negotiation and other life skills. Whereas
most conLtent of sexuality education especially from mothers
AinNclude
 d avoiding sex with males in order not to get pregnant and
D be denied, being oneself, not allowing a male’s touch etc. ForA example, some participants said:B “Sexuality education is simply a teaching on how to avoid sexualI intercourse between a male and a female” (IDI/Girl/17years/2018).
“My mum told me to avoid guys so I don’t get pregnant. That is
all.” (IDI/Girl/14years/2018).
 “My mother told me that I should be myself and abstain from sex.
She also told me not to allow anyone touch me no matter what they
promise” (IDI/Girl/13years/2018).
“My mother told me that I may get pregnant if I allow a boy to
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 183
touch me. I have also seen the effect of her advice on some girls that
got pregnant for their boyfriends. Their boyfriends denied them”
(IDI/Girl/17years/2018).
“My mother told me to be careful with guys and not to succumb to
their quest for relationship because they could get me pregnant and
run away or deny me” (IDI/Girl/15years/2018).
To these parents, the idea of sexuality education was simply
all about sexual intercourse and avoiding the opposite sex. This Y
shows the extent of negativities and fear that accompany the topic. IT
Further, sexuality education was sometimes equated with public S
demeanor. This is evident from another respondent who said: R
“My mother taught me how to package myself as a femIale. She toldme that as a woman, I must know how to sit down in the publEic andhow to react. She also advised me not to be closeN to menV. She said Ishould be far away from them and always  reUspect myself as a woman”(IDI/Girl/16years/2018).
In schools, teachers low comfort Ylevel was evident as they tend
to present sexuality issuesA under the disguise of biology and morallesson. Some would Rrather shif
Rt the responsibility to parents. This
is reflected in what a participant said:
My biologIyB teacher taught us about menstruation, respiratorysyst emL, etc. She also taught us to be neat when menstruating.NShe told us that when we are about to enter adolescent age,A parents have to call their children to tell them about sex. SheD also told us to keep ourselves and that God hears the prayersof a virgin more than those who have dis-virgined themselvesA (IDI/Girl/17years/2018).IB On the other hand, good knowledge of the topic by teachershelps to shape teaching of the topic. This calls for the need to train
people so they can have the right information and aim for a
comprehensive sexuality education. Nearly detailed information
came from a trained health worker who visited the study location
prior to the study. Although, an aspect of the statement on decent
dressing leaves much to be desired as if boys actually have rights
to rape girls who supposedly dressed indecently. According to the
participant in her narration:
184 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
He told us things concerning sex, prevention and how to abstain
from it. He also taught us about physical hygiene and how to
be clean during our menstrual period. He said we should always
bath three times a day and change our pads at least twice a
day. He also told us to dress decently so as to avoid been raped.
He discussed issues on relationships with us, how we can avoid
been raped, how to dress properly and the kind of friends not
to keep (IDI/Girl/17years/2018).
While narrating, respondents disclosed the attitude of significant Y
others on sexuality education. The culture of silence, indifference IT
and negative disposition were obvious. It is either that the girl-child S
is perceived to be too young to know about it or parents/significanRt
others think that silence on the topic would help the childrenE stay
chaste. These were aptly captured in what some partiIcipVants said:“My aunty feels I’m too young to know” (IUDI/giNrl/15years/2018).My aunty does not speak to me concerning that. Sometimes, I
may even want to ask her somYe qu estions but her reactionsscare me. She may even scRold me or shout at me telling me Iwas spoilt for asking hAer such questions. She forgets that I amin school and canR easily hear those things (IDI/Girl/15years/2018).
My  pLarenItsB think it is not necessary or maybe I am too youngNto know. This is not true. They may also think that if they doA not tell me, it will make me not to have sex or avoid guys. TheyD do not even know I have a boyfriend and that I have had sex(IDI/Girl/17years/2018).
BA It is undeniable that when parents/guardians fail to teach theirI children, the society (peers, social media, etc.) would do, oftenleading to incorrect information or one that they may become
curious about and practice after being influenced by wrong peers
who may want to make them feel a sense of belonging.
Effect of Violence and Lack of Sexuality Education
Experiences of violence undeniably filled the victims with emotional
trauma, fear, low self-esteem, unstable relationships, dejection and
regrets. Some dropped out of school because of pregnancy and
early motherhood. One of the respondents said,
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 185
I have not been okay.  I am still afraid. Since then, I do not go
out with most of my friends. Some that heard my ordeal gossip
about me.  It has really not been easy. When I stand with guys,
people will tell them to leave me because I was raped. It makes
me feel sad and discriminated against. It is also embarrassing
(IDI/girl/17years/2018).
In expressing how the experiences have affected them, they
also expressed regrets over not being given the appropriate
information. These were some of their expressions: TY
My mother never told me about sexuality education.  If she I
did, I would have been better able to prevent the incident S
including my unplanned motherhood (IDI/girl/17years/2018)R.
I think if my mother talked to me about it, I would haveE been
able to know about it and even tell her when IthVe first one
happened (IDI/girl/11years/2018). N
Another respondent explained that:  U
Some teenagers are put in a faYmily way without marriage.
Getting pregnant without gRetting married is a shameful thing.
There were two Rgirls AI know but are now in the village. Onewas involveBd in cultism. She ended up pregnant and the boydenied heIr. The other one was told by her boyfriend that if shelove dL him, they should have sex so she can prove her love forNhim. She yielded and then got pregnant. If they had knownA something on sexuality education, they would not have beenin that condition (IDI/girl/16years/2018).
AD On the other hand, knowledge of sexuality education wasB viewed as beneficial. Some participants averred in this manner:I “My parents spoke to me always on sex education and it has reallyhelped me so much. They do not keep vital information from me. I
am free with them and they are with me too” (IDI/girl/15years/
2018).
“My mother’s advice on sexuality education has helped me. Before
she advised me, I never knew anything about relationship. When I
entered school, her advice became more profitable…” (IDI/girl/
16years/2018).
186 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
Discussion of Findings
Violence against the vulnerable sex, especially sexual violence, is a
social problem that is treated tangentially and under-reported. This
was a major finding which was corroborated with other empirical
study on sexual violence such as Udegbe and Omololu (1994).
Udegbe and Omololu (1994) also reported that violence was both
physically injurious and psychologically traumatic. Such were
evident from findings in this study. Furthermore, lack of
comprehensive sexuality education is evident in the study location Y
and victims linked such to some of their experiences of sexual IT
violence. As enunciated by Nwokocha and Taiwo (2012), violence S
mortgages the future not only of the girl-child but also thRe
community. Generally, failure to prioritize this is evident iEn the
high rate of teenage pregnancy in Nigeria as about one million
Nigerian teenagers get pregnant yearly (Isiugo-AbanIihVe, 2011).
Findings indicated that a lot of parents or guNardians do not see
the need to educate their wards on tYhe subjUect-matter because theythink it is an abomination or a Rtaboo, or e
 ven inappropriate.  There
is also a conflict on the appropriate age in which this education
should be impacted anAd the content of sex education. Thiscorroborates findings by WHO (2011). Nwokocha & Taiwo (2012)
equally expIlaiBned Rthat parents/guardians express outrightrejection Lof discussing the topic among their wards, believing thatat the r ight time, they will learn from their older peers. They oftenseNe it as a taboo, thereby, expanding the culture of silence and theAerroneous belief that the girl-child is too young for such discussion.D Such silence is also an erroneous assumption that ignorance of theA topic will help them maintain chastity (Nwokocha, 2010). However,B when parents fail to teach their children, they are exposed toI dangerous peer education degenerating to experiences of violence.This has been affirmed by other studies (Nwokocha, 2010; Bankole,
Biddlecom, Guiella, Singh & Zulu, 2007) which portended that
failure to impact sexuality education end up exposing them to
dangerous peer influence. The study also noted obscurity of the
topic on the part of the teachers either arising from low comfort
level, ignorance, lack of information, communication problem,
personality issues, etc. This finding corroborates ISERT (2014).
Avoidance of shame, fear, labeling, desire to maintain familial
relationship, etc leading to not seeking help or reporting violence,
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 187
as found in the study, have also been documented by other studies
such as Fawole, Ajuwon & Osungbade (2012); Ikechebelu,
Udigwe, Ezechukwu, Ndinechi & Joe-Ikechebelu, (2008). UNICEF
(2009) also affirmed that a lot of violence goes unreported.
Ignorantly, parents/guardians who do not report sexual violence
especially rape fail to realize that rape or attempted rape is a
punishable offence in Nigeria amounting to life or some years in
prison. Consequently, the girl-child who is also the victim suffers
in silence while the perpetrator goes about freely and sometimes Y
with head raised high. The outcome becomes increase in the rate IT
of violence.
Perpetration of violence may not be far explained from the idea S
of sexual prowess, negative perception of manhood and masculinityR
where males perceive themselves as the head and can comEmand
submission even forcefully. This attitude is latently eIntVrenched in
socialization processes and gender roles fUrom Nchildhood. Whenthey perpetrate violence, they accomp any it with threats andintimidation. On this, Ajuwon Olley, Akin-Jimoh & Akintola (2001)
reported that it is believed by sRome mYales that sex is their right in arelationship, and that they can command it anytime they wish,
with punishment or RphysAical force since they perceive themselvesas physically sBtronger. Petersen, Bhana & McKay (2005) alsoaffirmed that sexual conquest is an indication of masculinity. Thisis however deItrimental for the girl-child and thus calls for proper
reN-orientaLtion on masculinity. As found in the study, there is aAdire nee
 d for comprehensive sexuality education both for boys and
D girls.  UNESCO (2014) affirmed that if these young ones are toA gain knowledge, skills and values necessary to lead healthy andfulfilling lives, then comprehensive sexuality education is critical.IB The obvious exclusion of boys from the study is because of thecentrality and focus of the study. As also stated by Fawole, Ajuwon& Osungbade (2012), girls are more vulnerable to experiencing
violence, especially sexual violence because of their young age, lack
of physical strength, lack of experience and lack of authority. Be
that as it may, undertaking another study that encompasses both
boys and girls would present the reality from another vantage point.
Undertaking such may also include a comparative analysis of both
the urban and rural.
188 INTERNATIONAL REVIEW OF MODERN SOCIOLOGY
Conclusion and Recommendations
Saving this vulnerable sex from sexual violence and other forms of
violence is needful and urgent as the adverse effect of this prevalent
act is not only overwhelming but dangerous for the present and
future of our girls. The role of the girl-child for the future of the
society is unquestionable as she will become the future care-giver/
nurturer as well as procreator. When they continue to experience
this ugly incidence, the future lifestyle of the society is in jeopardy.
There is need to scale up awareness on the importance of the subject- Y
matter both at home, schools, churches/mosques, media, etc. IT
Parents should be observant, more sensitive to their wards, more S
patient, friendly and capable of winning their confidence. BothR
boys and girls should be raised to be collaborators and team plEayers.
Galvanizing advocacy is also crucial.
Generally, policy should endeavor to focus on inteIrvVentions at
various levels - for parents, school/teachers anNd the community
as a whole. Parents should be encourageUd to get closer to their
children and be open on issueRs on Ysexu
 ality as the family is the
basic unit of the society. They should also be encouraged to report
violence. Teachers/peer educators and other relevant professionals
must be trained aRnd eAmpowered to get comfortable andknowledgeabIle Babout the topic. There is need for youth friendlycentres inL communities and schools where victims can be assuredof confi dentiality and where they can report their experiences, sothNat the law can take its course. Perpetrators of violence must beAsanctioned to serve as a detriment to others. All must see the girl-D child as a sister, future mother, wives and those who hold theA future of the society. All hands must be on deck to save the girl-B child and in doing so, salvage the entire society.I “Discrimination and violence destroys the potential of girlsand women in developing countries and prevents them from
pulling themselves out of poverty.” Andrew Mitchell,
(International Development Secretary, International Women’s
Day, 8 March 2012)
SEXUAL VIOLENCE AND SEXUALITY EDUCATION FOR THE VULNERABLE SEX:... 189
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