Thesis (M.A.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 62-67) and index.

Interpersonal violence against women is a prevalent and often accepted part of North American life. Statistics from both Canada and the United States indicate that one-half of North American women have experienced at least one incident of sexual or physical violence that affects their physical, emotional, and/or mental health. Governments and institutions, including educational institutions, minimize the prevalence of violence and the often debilitating effects it can have on women, silencing the voices of women who have experienced violence, and obscuring the need for intervention and prevention. The primary objective of this study was to examine the connections between women's experiences with interpersonal violence and their educational experiences in graduate school. More generally, I hoped to add to the limited information about how violence affects learning. I interviewed 11 female graduate students who had experienced interpersonal violence about their experiences in graduate school. The research revealed that the participants connected their experiences with interpersonal violence to their graduate school experiences through the effects of unequal relations of power and of silencing on their self-confidence and self-determination. They also recognized graduate school as a place where they were sometimes able to recover a sense of voice and personal authority that they felt was "lost" in their violent interpersonal relationship(s). The study findings point to the need for university policy makers and administrators, faculty, and students to understand the effects that experiencing violence may have on women's learning. At the most basic level, policy makers and administrators must think about the gendered implications when creating policies and suggesting strategies for implementation. In addition, pedagogical policies and practices, including the graduate supervisory model, need to be examined from a gendered perspective for issues of power and the possible abuse(s) of power. Through recognizing the prevalence and effects of interpersonal violence against women and addressing how relations of power in graduate school programs may reflect those experiences and affect women's learning, institutions of higher education will increase opportunities for female students and others affected by violence, to be successful, and will strengthen the learning of all students.

Interpersonal violence against women is a prevalent and often accepted part of North American life. Statistics from both Canada and the United States indicate that one-half of North American women have experienced at least one incident of sexual or physical violence that affects their physical, emotional, and/or mental health. Governments and institutions, including educational institutions, minimize the prevalence of violence and the often debilitating effects it can have on women, silencing the voices of women who have experienced violence, and obscuring the need for intervention and prevention. The primary objective of this study was to examine the connections between women's experiences with interpersonal violence and their educational experiences in graduate school. More generally, I hoped to add to the limited information about how violence affects learning. I interviewed 11 female graduate students who had experienced interpersonal violence about their experiences in graduate school. The research revealed that the participants connected their experiences with interpersonal violence to their graduate school experiences through the effects of unequal relations of power and of silencing on their self-confidence and self-determination. They also recognized graduate school as a place where they were sometimes able to recover a sense of voice and personal authority that they felt was "lost" in their violent interpersonal relationship(s). The study findings point to the need for university policy makers and administrators, faculty, and students to understand the effects that experiencing violence may have on women's learning. At the most basic level, policy makers and administrators must think about the gendered implications when creating policies and suggesting strategies for implementation. In addition, pedagogical policies and practices, including the graduate supervisory model, need to be examined from a gendered perspective for issues of power and the possible abuse(s) of power. Through recognizing the prevalence and effects of interpersonal violence against women and addressing how relations of power in graduate school programs may reflect those experiences and affect women's learning, institutions of higher education will increase opportunities for female students and others affected by violence, to be successful, and will strengthen the learning of all students.

Interpersonal violence against women is a prevalent and often accepted part of North American life. Statistics from both Canada and the United States indicate that one-half of North American women have experienced at least one incident of sexual or physical violence that affects their physical, emotional, and/or mental health. Governments and institutions, including educational institutions, minimize the prevalence of violence and the often debilitating effects it can have on women, silencing the voices of women who have experienced violence, and obscuring the need for intervention and prevention. The primary objective of this study was to examine the connections between women's experiences with interpersonal violence and their educational experiences in graduate school. More generally, I hoped to add to the limited information about how violence affects learning. I interviewed 11 female graduate students who had experienced interpersonal violence about their experiences in graduate school. The research revealed that the participants connected their experiences with interpersonal violence to their graduate school experiences through the effects of unequal relations of power and of silencing on their self-confidence and self-determination. They also recognized graduate school as a place where they were sometimes able to recover a sense of voice and personal authority that they felt was "lost" in their violent interpersonal relationship(s). The study findings point to the need for university policy makers and administrators, faculty, and students to understand the effects that experiencing violence may have on women's learning. At the most basic level, policy makers and administrators must think about the gendered implications when creating policies and suggesting strategies for implementation. In addition, pedagogical policies and practices, including the graduate supervisory model, need to be examined from a gendered perspective for issues of power and the possible abuse(s) of power. Through recognizing the prevalence and effects of interpersonal violence against women and addressing how relations of power in graduate school programs may reflect those experiences and affect women's learning, institutions of higher education will increase opportunities for female students and others affected by violence, to be successful, and will strengthen the learning of all students. / Education, Faculty of / Graduate

published_or_final_version / abstract / Sociology / Master / Master of Philosophy

Background: This study examined the association between gender-based violence and unintended pregnancy in Zimbabwe. Various studies have identified factors associated with unintended pregnancy but the role of gender-based violence in unintended pregnancy has not been fully investigated. Gender-based violence is identified as a global public health concern and has reproductive health consequences. METHODS: This study used the Zimbabwe Demographic and Health Survey (ZDHS) of 2005/ 2006 to explore the relationship between gender-based violence and unintended pregnancy. A total of 1 516 women were included in ZDHS. For the purpose of this study only women aged 15-49 who participated in the Domestic Violence Module and who reported to have given birth in the five years before the survey were selected. The outcome variable was pregnancy intent. The predictor variables were physical, emotional and sexual violence. These were recoded into binary variables. The responses for these were “yes” for women who reported that they had experienced a form of violence and “no” for those who had not. Data analysis consisted of three stages; univariate frequency distributions and, bivariate and multivariate analysis using logistic regression. RESULTS: The study found that the experience of gender-based violence was prevalent in Zimbabwe. As 33.25% of women reported having experienced some form of physical violence and 33.71% suffered a form of emotional abuse. In the case of sexual violence, about 15.37% of women reported an experience thereof. Unintended pregnancies were reported by 30.67% respondents. An association between gender-based violence and unintended pregnancy was found to exist. This is evident in both the bivariate and multivariate analyses. Women who have experience gender-based violence are 1.53 times more likely to report unintended pregnancy.

Thesis (M.A.)--Memorial University of Newfoundland, 2001. / Bibliography: leaves 107-119.

Violence against women is not only recognized as a pervasive and insidious social problem affecting all societies, but is being increasingly characterized as the most widespread form of human rights violation. South Africa is at this moment, experiencing violent crime at an unprecedented rate. Today, violence has become deeply entrenched in South African society. As such it is not surprising to witness the widespread abuse against women. The researcher begins by examining relevant literature in the area of the experiences of women in intimate abusive relationships. This study makes use of a phenomenological method to explicate the meanings of 6 participants of the Aryan Benevolent Home, a safe house, who have experienced abuse in an intimate relationship. The central aim of the study was to investigate the experiences of abuse women by their intimate male partners. The research was approached from a feminist perspective, using a qualitative methodology. The participants were diverse in terms of age and background and drawn from women seeking help at the Aryan Benevolent Home. Information was obtained by means of a semi-structured interview, which was tape recorded and transcribed for analysis. Anonymity and confidentiality were assured to all participants before the study. The study concludes with the limitations and implications of the findings and recommendations are further discussed. / Thesis (M.A.)-University of KwaZulu-Natal, 2007.

Thesis (Ph.D.)--Ohio University, June, 2005. / Includes bibliographical references (leaves 244-259)

A dissertation submitted in 25% fulfilment of the requirements for a Master’s Degree in Social Security Policy Management and Administration in the Faculty of Commerce, Law and Management at the University of Witwatersrand – South Africa, February 2018 / Domestic workers in Zimbabwe do not belong to any social security system for protection against any shocks such as old age, death, invalidity, illness, maternity or occupational injuries. It is because of these social problems that this research study was carried out. The study seeks to understand the risks domestic workers in the Greenside and Chikanga suburbs of the city of Mutare face on a daily basis so as to propose an extension of the social security system to this informal sector. In addition, the study wishes to obtain the perceptions of employers of domestic workers on extending social security system to these workers and their role in this extension. A qualitative method was implemented with interviews carried out purposively with respect to domestic workers using snowball sampling and stratified sampling for interviews with employers. The findings show that some domestic workers ended in this type of job because their parents could not afford the fees for them to further their studies. Those with a fair level of education, findings show that they could not find a better job. The study findings reveal that domestic workers face several life challenges such as the inability to negotiate their salary, the inability for them to buy food or pay school fees for their children; the inability to save towards retirement; pregnancy - as they do not have maternity benefits; and the inability to pay for health care as well as funeral cover. Most domestic workers also fear losing their jobs as a result of occupational injuries. However, the findings also reveal that domestic workers are willing to participate in a social security insurance system on a voluntary basis and are prepared to contribute on a monthly basis. Employers of domestic workers are in favour of a social security scheme for their domestic workers. The employers were also in favour of government regulating domestic work like any other profession and were prepared to register their domestic workers if such policy was in place. Employers, however, felt domestic workers were untrustworthy, as such, they were prepared to contribute towards their social security scheme if the domestic worker stayed for at least five years under their employment. Findings also showed that employers were prepared to play a role in educating their domestic workers on the benefits of saving towards retirement. The objectives of the study were therefore realised, and it would be in the interest of the state to come up with a policy on extending social security system to the domestic workers as a way of promoting economic development and poverty reduction. / XL2019