UNIVERSITY OF CAGAYAN VALLEY

COLLEGE OF CRIMINAL JUSTICE EDUCATION

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Gender-based violence continues to be a pressing issue within

university settings, despite existing societal and legal

frameworks. While discrimination primarily targets women and LGBT

individuals, additional forms of discrimination can arise from

various circumstances.

Ensuring human rights is fundamental for fostering true

unity within universities. Both political and educational

dimensions must form the basis for policies aimed at combating

gender-based violence and discrimination. Legislation and legal

measures must be precisely defined within the political sphere to

avoid inaccuracies that could overlook crucial details and

victims.

Despite societal and legal procedures, gender-based violence

is still a major concern for universities today. It is true that

discrimination stems from the simple fact that a woman or a

Lesbian, Gay, Bisexual and Transgender(LGBT) are the targets of

it, but it is also true that numerous or even double

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COLLEGE OF CRIMINAL JUSTICE EDUCATION

discriminations can result from a number of other circumstances.

Indeed, a university cannot be really united if it does not uphold

human rights.

Gender-based violence encompasses any violent act against

different genders resulting in physical, sexual, or psychological

harm, including threats, coercion, or deprivation of liberty.

Education plays a crucial role in preventing gender-based violence

against women and LGBT individuals within university communities,

evolving from a social duty to a fundamental right for all genders.

Despite the fact that there has been some attempt by

organisations such as the United Nations to address the gendered

constructions which condition violence against transgender and

gender queer groups, these efforts have not catalysed meaningful

policy progression (Dolan, 2014).

This study aimed to examine further into the opinions and

principles of the student population concerning these issues in a

university environment. The information is evaluated in order to

determine the extent of knowledge regarding gender-based violence,

the most popular information source utilized to gain this

knowledge, and the attitudes toward high and low risk relationship

scenarios.
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COLLEGE OF CRIMINAL JUSTICE EDUCATION

Theoretical Framework

This study is anchored from the theoretical support of the

Structural Violence Theory by Johann Galtung(1960), recognizing

the structural inequities and inequalities ingrained in the

political, social, and economic systems that lead to the ubiquity

of gender-based violence.

Scheper-Hughes (1944) stated that understanding that gender-

based violence is intricately entwined with broader social

institutions and power structures rather than being the exclusive

product of individual acts or interpersonal disputes is one of the

fundamental findings. She highlights the necessity of confronting

the underlying injustices and inequities that foster the

environment that encourage violence in order to address the core

causes of it.

Paul Farmer (2003) stated that Structural Violence Theory is

a broad term that describes a "host of offensives against human

dignity," such as racism, discrimination, poverty, and gender

inequality, in addition to "the more spectacular forms of violence

that are unquestionably human rights abuses, some of them

punishment for efforts to escape structural violence." As per this

conceptualization, structural violence is a multifaceted concept

 UNIVERSITY OF CAGAYAN VALLEY
COLLEGE OF CRIMINAL JUSTICE EDUCATION
that arises from the intersection of various 'axes' of oppression,

such as economic inequality, patriarchy, racism, or other forms of

discrimination, leading to avoidable morbidity and premature

mortality among marginalized populations.

The application of structural violence theory to the study of

gender-based violence in an academic setting can provide important

insights into the systemic variables that underlie the frequency

and continuation of this kind of violence in universities.

Statement of the Problem

The purpose of this study is to asses the perception of

criminology students towards the gender-based violence to their

university.

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Gender

1.3 Year level

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
2. How do criminology students perceive the prevalence of gender-

based violence within their university community?

3. To what extent do criminology students believe that their

academic training prepares them to address and prevent gender-

based violence?

4. What factors contribute to criminology students' awareness and

understanding of gender-based violence in the context of their

academic environment?
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Hypothesis

The study will be guided by a causal hypothesis that:

There is relationship between being a criminology student and the

perception of gender-based violence, it implies that studying

criminology influence how students perceive and understand gender-

based violence compared to student in other majors.

Significance of the Study

This study will be beneficial to the following:

Criminology Students. They will become more aware of the

possible reason of gender-based violence.

School Organization. The management should be aware that

gender-based violence is deeply rooted in gender inequality and

must be given a significant action.

Office of human resource. They become more aware of the

perception of Criminology student on gender-based violence once

given a particular effort to resolve.

Future Researchers. They become aware and will be given the

chance to learn from the study and improve the study itself.
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COLLEGE OF CRIMINAL JUSTICE EDUCATION

Scope and Delimination of the Study

The concentration of this study was on the perception of

criminology students at the University of Cagayan Valley on

gender-based violence.

Definition of Terms

The following are conceptual and functionally defined in the

comprehension of the study.

Gender-Based violence. Refers to any damaging act committed

against a person's will that stems from socially constructed

disparities between men and women, which is the basis of our

study.

Discrimination. Refers to the unjust or prejudicial treatment

of different categories of people such as the genders.

Criminology Students. We used students who are currently

enrolled in the criminology course for the purpose of our study.

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COLLEGE OF CRIMINAL JUSTICE EDUCATION

LGBT (Lesbian, Gay, Bisexual and Transgender). These terms are

used to describe a person’s sexual orientation or gender

identity in which our study focuses on.

University. This refers to area that serves as the geographical

backdrop for our research objectives.

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and

studies, such as journals, past research studies, and articles

written by various authors that have been published in the past

few years. The information in this chapter gathered from

reliable sources are relevant to this present study.

Related Literature

The following literature, either local and foreign, helped

the researchers in building the concept of this study. These gave

an idea on the focal point in regards with the topic being

studied, which is about perception and awareness on gender-based

violence that also includes the concept on gender identity. In

addition, all literatures gathered from various trusted sources

included in this chapter were highly credited and were given proper

citation for the securement of authors ‘intellectual property.

The Concept on Gender Violence

Robert J. Stoller first used the term "gender" in scientific

language in 1968 to distinguish between masculinity and femininity

as sociocultural traits. Accordingly, structural discrimination

within a sex-gender-patriarchy system gives rise to gender

violence, a phenomenon with structural, social, and political

dimensions (Yurii et al., 2022).

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Gender-based violence further describes any type of violence

against people based on their gender. Abuse of all kinds, including

financial, mental, sexual, and physical, is included. This covers

behaviors including female genital mutilation, rape,

feticide/infanticide, and domestic abuse (Usama, 2022).

Moreover, the historical dominance of men—especially White

men—and the subjugation of girls and women who belong to

racialized, sexually varied, Indigenous, or disabled groups are

the fundamental causes of gender-based violence. One in three women

globally experience abuse from an intimate partner or non-partner;

it is acknowledged as a global public health epidemic and a

violation of human rights (Kerr, 2022).

On top of that, gender-based violence is a severe and

pervasive problem that impacts women and girls globally. It is

acknowledged as a major violation of human rights and a worldwide

public health emergency. According to studies, gender-based

violence has killed and disabled more women than road accidents,

cancer, malaria, and war (Yaima et al., 2019).

On the other hand, the COVID-19 pandemic has made gender-

based violence much more severe, which has raised the incidence of

psychological distress, intimate partner violence, and domestic

violence. Social disintegration, unfairness, and hardship are

among the outcomes of gender-based violence, which has its roots

in culture and tradition (Reinisch, 2022).

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Gender Identity: Its Relevance Among Students

The term "gender identity" describes how an individual

perceives their own gender. It includes the fundamental sensation

of being either masculine or female, or falling somewhere in

between. Gender identity has been studied from a number of angles,

including biological, societal, and psychological. Certain

theories concentrate on the genesis of gender identity, analyzing

the degree to which biology and/or societal influences shape it

(Felipe et al., 2022).

For students, the topic of gender identity is extremely

important. It affects their subjective constitution and how they

live their everyday lives. When dissecting and reconsidering

instructional strategies, such games and textbooks, in

educational settings, gender views play a crucial role (Aparajita,

2019).

On the other hand, gender identity can be variable and

context-dependent, impacted by cultural norms, upbringing, and

individual experiences; as such, it is not always fixed or distinct

from sex. Over time, the concept of gender identity has changed,

resulting in improvements for transgender people's access to

healthcare and legal recognition (Pasterski, 2019).

Comprehending gender roles is crucial for students as it aids

them in managing societal norms and obstacles associated with

gender. In the local community, gender roles refer to the

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
attitudes, qualities, behaviors, and values that are expected of

men and women by society (Halimatus et al., 2021).

Gender norms have an effect on mental health as well; fewer

anxiety and depressive symptoms are predicted by greater

masculinity. It's also critical to recognize and rectify any

prejudices or inequities because students' opinions toward gender

roles might reveal the dynamics of gender relations in a society

(Sharma et al., 2023).

Related Studies

The following studies, either local and foreign, helped the

researchers in building the concept of this study. These gave an

idea on the focal point in regards with the topic being studied,

which is about perception and awareness on gender-based violence

that also includes the concept on gender identity. In addition,

all research studies gathered from various trusted sources

included in this chapter were highly credited and were given proper

citation for the securement of authors ‘intellectual property.

Students Perception on Gender Identity

In Kovalkova's study from 2022, which examined students'

attitudes and perceptions of contemporary gender issues and

identity, the findings showed that gender stereotypes needed to be

dispelled in order to establish new norms and behaviors for both

men and women, as well as new models for gender education. It has
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
been demonstrated that students break away from the most prevalent

traditional gender preconceptions about men and women's duties and

social positions, which is beneficial for the advancement of

contemporary society.

But in the study conducted by Delfita et al. (2019), the

results demonstrated that sexual identity significantly influenced

students' perceptions of LGBT. The study's goal was to examine the

contribution of sexual identity to student perceptions about LGBT.

Thus, counselors can use the aforementioned research study as a

foundation to assist students in avoiding sexual identity

mismatches and in preventing the establishment of positive

opinions of the LGBT community.

On top of that, Bethany et al.'s study, "Does the Instructors

Gender Identity and Syllabus Design Affect Students Perceptions of

Their Instructor?" was carried out in the setting of education and

schools (2022). The main conclusions were that, in comparison to

male and female professors, students thought gender-neutral

instructors were more communicative, professional, kind, and

supportive. Male professors were thought of as less negative and

female instructors as less positive.

Students Perception on Gender-Based Violence

According to Mercedes et al.'s (2023) findings, there are

notable variations in the scale measuring university students'

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
perceptions of gender-based violence depending on factors such as

gender, parental education, and university degree. The study

was titled "Evaluation of University Students’ Perceptions of

Gender Violence—A Study of Its Prevalence in Southern Spain."

Researchers have also determined that further research in this

field is required in order to offer university students educational

programs and preventative measures related to gender violence.

Additionally, a study by Petrus et al. (2022) in the field of

medicine focused on nursing students' perceptions of their

preparedness to address gender-based violence during the COVID-19

pandemic. Their study's findings showed that among Namibia's

undergraduate students, preparedness was significantly predicted

by age and gender. The findings also emphasize how crucial it is

for nursing curricula to include instruction on gender-based

violence, or GBV.

Students Awareness on Gender-Based Violence

The findings of Noor et al.'s study from 2022 regarding Social

Work Students' Awareness and Knowledge of Domestic Violence—which

is somewhat related to Gender-Based Violence—showed that Social

Work students lacked awareness and comprehension of domestic

violence. A small percentage of respondents continued to have

stereotyped ideas about the genders of those who commit and are

victims of domestic abuse. In order to help students raise their

level of knowledge and understanding about domestic violence, it

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
is suggested that extended awareness and practical training

programs regarding domestic violence be offered through a thorough

educational syllabus. Moreover, Siti et al. carried out a second

investigation that was comparable (2023). Their study's primary

focus was on USM students' perceptions and awareness of domestic

violence against women. The main thing they discovered is that

most students don't know that, in contrast to other causes, some

forms of violence can also result in domestic violence. In light

of this, it is advised that students' understanding of this issue

be raised and presented appropriately.

In addition, Khouloud et et al., (2022), revealed that medical

students' understanding of and attitudes regarding violence need

to be improved. Real-world scenarios can help them become more

conscious. Furthermore, including lessons on violence in the

curriculum would aid students in understanding and handling

violent situations.

Interestingly, Columban (2020) conducted research on the

senses and sensitivity of the students. An Inquiry into Gender

Perceptions at the Biggest University in Romania. According to the

study's findings, students generally had a good awareness of gender

issues and had positive opinions about gender equality and its

upholding. But compared to their male peers, female students were

more likely to be sexually harassed and face discrimination when

it came to getting promoted in their careers. They were also more

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
likely to be stereotyped and attribute more characteristics to

themselves.

Additionally, Arthur et al. (2021) stated in their study that

it intends to investigate medical students' knowledge of health

issues and attitudes toward the health of LGBT patients, including

obstacles to receiving healthcare services, their opinions

regarding the inclusion of LGBT content in the curriculum, and

their confidence in their ability to treat LGBT patients in the

future. Most of the participants (n = 160; 69%) had not received

any particular training about the health requirements of LGBT

people, and 85% (n = 197) desired to obtain additional training.

Including more LGBT education in undergraduate medical curricula

may improve patient-doctor relations, make it easier for patients

to disclose their gender identity and sexual orientation to

healthcare providers, and generally improve the standard of care.

Synthesis

Gender-based violence is a wide or broad concept in the

field of criminology. In simple terms, on to the students’

perception on gender-based violence, Mercedes et al., (2023) said

that students' perception towards the said matter is merely based

on their education, gender, and degree.

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
The above study objective is to evaluate university students’

perceptions of gender violence according to their gender, the

degree they are studying, the type of secondary education

establishment that they attended (state or private) and their

parents’ academic education. We chose to use this study because,

although our objectives are probably the same, we are concentrating

on a single course respondents, instead of doing a more general

study.
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
CHAPTER 3

METHODS AND PROCEDURES

This chapter presents the research design, respondents, data

gathering tool, data gathering procedure, and the different

statistical tools that will be use in this study.

Research Design

This study used quantitative strategy because a population

and certain phenomena is intended to be accurately,

quantitatively, and methodically described using numerical data

and statistical methods. The said strategy was chosen in order to

determine the problem on parental involvement in a more structured

and objective manner.

Furthermore, this study will use descriptive research design

because the main concern is to determine the perception of

criminology students towards Gender-Based Violence. Aside from

this, the main aim is also to know various factors that contribute

to criminology students' awareness and understanding of gender-

based violence in the context of their academic environment.

Moreover, the descriptive research design will also be a helpful

method for researchers to relevantly present data through the use

of various statistical illustrations such as tables and pie chart.

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Respondents of the Study

The main respondents of this study are the four Hundred (40)

criminology students of certain University. Primarily, the

researchers will choose one hundred (100) respondents from each

year level (1st to 4th year students).

These respondents will be chosen because, primarily, they are

the target respondents of this study, and as criminology students,

they also seem to have a perception regarding gender-based violence

which is deemed pivotal and necessary to know in this study.

On the other hand, as for the sampling technique, this study

will utilize the probability sampling namely simple random

sampling. In quantitative research, simple random sampling is a

frequently used sampling technique. It is claimed that evenly

selected and homogeneous populations benefit from simple random

sampling. It means that every person has an equal chance to take

part in the study under this selection approach, where the

selection procedure is solely dependent on chance (Noor, 2022).

Therefore, with this sampling, all criminology students from

the said locale and focus of the study have an equal chance to

participate in the study.

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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Data Gathering Tool

This study will use a questionnaire as a main instrument to

gather data needed which were adopted from Mercedes Osana, Maria

Isabel Amor and Irene Dios 2023 in their study “An Evaluation Of

University Student’ Perceptions of Gender Violence-A Study of

Its Prevalence in Southern Spain” The questionnaire is composed

of two parts.

The first part of the questionnaire will be the personal

information sheet which will be constructed by the researchers

to collect the personal background of the respondents on their

age, gender and year level.

And the second part of the questionnaire was the

statements that may help the researchers to gather data about

the perception of criminology students on gender-based violence

using a three-point likert scale.

Data Gathering Procedure

In order to gather the needed data, the researchers will ask

permission and approval through a communication letter to the

concerned authority of the chosen university.

The researchers will present the communication letter and

inform consent to the respondents before handing the survey

questionnaires.
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Furthermore, the researchers will finally administer the

research instrument (survey questionnaire) and will introduce it’s

to the chosen respondents.

Also, the respondents will be given an ample time to answer

the survey questionnaire. Moreover, the respondents will also be

informed that whatever information gathered will be strictly kept

for confidentiality purposes.

Statistical Tools

The data that will be gathered will analyzed using the

following data processing procedure and statistical treatment.

The following will be use in interpreting the weighted mean

of the (1) criminology students perception on the prevalence of

gender-based violence within their university community, (2)

extent do criminology students believe that their academic

training prepares them to address and prevent gender-based

violence, and (3) the factors contribute to criminology students'

awareness and understanding of gender-based violence in the

context of their academic environment by using tree-point likert

scale.
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
Mean Range Descriptive Description

3 Strongly Agree

2 Agree

1 Disagree
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COLLEGE OF CRIMINAL JUSTICE EDUCATION
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COLLEGE OF CRIMINAL JUSTICE EDUCATION