Resistance to and Transformations of Gender-Based Violence in Spanish Universities: A Communicative Evaluation of Social Impact

Abstract

Researchers in many fields, especially those engaged in the study of gender-based violence, have shown an interest in using mixed designs as innovative methodological procedures to transform social realities. In this article, we introduce the ''communicative evaluation of social impact'' as a methodological tool to reveal the social impact achieved by a multiphase mixed methods design conducted sequentially on gender-based violence in Spanish universities. This tool shows the transformative power of mixed methods with a communicative orientation to generate new legislation, create proper conditions for reporting abuse, and establish new solidarity dynamics with and among the victims to promote violence-free universities. Keywords mixed methods, communicative evaluation of social impact, gender-based violenceGender-based violence is a global public concern. The 2013 United Nations Women's Conference focused on eliminating and preventing all forms of violence against women and girls as part of its efforts to agree on a strategy to overcome all types of discrimination and violence against women of different ages, contexts, and economic and social backgrounds (United Nations, 2013). Gender discrimination is a historical fact that must be addressed in all kinds of institutions across the globe, including universities (Reda & Hamdan, 2015). Violence is particularly prevalent in institutions where hierarchical power relations remain predominant (Connell, 1987). As an institution built on power relations, the academy is a prime environment for gender-based violence (Farley, 1978). In academia, violence varies widely by type, victim profile, and the context in which it occurs (Copenhaver & Grauerholz, 1991;Gross, Winslett, Roberts, & Gohm, 2006;Kalof, 1993;Kusakabe & Pearson, 2016). The United States was one of the first countries to analyze and address the issue of gender-based violence in universities (Kirkpatrick & Kanin, 1957), as evidenced by the Campus Security Act of 1990 and the Student Right-To-Know Act 1 (Renzetti & Edleson, 2008). Although much research has been conducted on gender-based violence in universities, scant attention has been paid to the methodological dimension of this issue. Traditionally, studies on this topic have been conducted using either quantitative or qualitative methods. However, research based on a mixed methods design has grown in popularity over the last several years, along with an appreciation of the implications of this design for the field of gender-based violence (Campbell, Patterson, & Bybee, 2011;Dardis, Kelley, Edwards, & Gidycz, 2013;Jackson, 1999;Mahlstedt & Keeny, 1993;Testa, Livingston, & Vanzile-Tamsen, 2011). Many of these studies have to some extent helped change the institutional, political, and legal landscapes of gender-based violence in universities. However, the path for this change has not always been easy to find. In this article, we present the possibility of shedding light on the political and social implications of the first research conducted on gend...

Sexual orientation, gender identity and gender expression-based violence in Catalan universities: qualitative findings from university students and staff

“…Furthermore, the study has added relevant knolwedge to previous research with an evidence-based approach and successful cases to improve protocols and strategies for the struggle against the problem of LGBTQI-phobia taking into account the voices of the university community in the Catalan context. Contributing to the previous research on gender violences at Catalan and Spanish universities [31], our study has gone further in studying the problem of gender violence against the LGBTQI community in HEI's for the first time in Catalonia. The complementarity of both the generation of evidence and new proposals of avenues for the improvement of current protocols, policies and measures towards the inclusion of the LGBTQI+ community sets a precedent on how to turn HEI's into more LGBTQI+ inclusive institutions.…”

“…This article has been focussed it research methodology for social impact. The voices of the end-users of the research have been incorporated in all phases of the research, in order to contribute to the social impact and social transformation of the conflict [31]. To make that possible, the methodological design is based on the Communicative Methodology of Research (CMR) [32], which stands out for its capacity to identify successful actions that contribute to overcoming inequality and to generate social policies based on these actions.…”

Contributions From Psychology to Effectively Use, and Achieving Sexual Consent

“…This kind of methodology, analyzing data and cases by considering people's voices (Puigvert et al, 2017) have already being used by several research projects and published in respected journals showing social impact and transformation (Gómez González, 2019). The whole idea of the need for training in any specific area, such as the need for bystander training, has also led us to appreciate the importance and the requirement to educate into consent, to raise awareness about it, all in all to contribute to the overcoming of gender-based violence.…”

Sexual Orientation, Gender Identity and Gender Expression-Based Violence in Catalan Universities: Qualitative Findings from University Students and Staff

“…This article has been focussed it research methodology for social impact. The voices of the end-users of the research have been incorporated in all phases of the research, ensuring the social impact and social transformation of the con ict (29). To make that possible, the design of the methodology has been through Communicative Methodology of Research (hereinafter, CMR) (30), which stands out for its capacity to identify successful actions that contribute to overcoming inequality and to generate social politics based in this actions.…”