Inequality and violence

Incidence of gender violence in Mexico in the field of higher education

In Mexico there are alarming data on gender violence in schools in Mexico (ENDIREH, 2021):

Nationally, 33.5% of women who reported attending a higher education institution have experienced some type of aggression within the school setting.
18.3% of women aged 15 and over have experienced physical violence during their school years; 17.9% of women aged 15 and over have experienced sexual violence during their school years; and 17.5% of women aged 15 and over have experienced psychological violence during their school years.

Among the most prevalent situations of violence in the university environment are (ENDIREH, 2021):

Physical violence (18.3% of women aged 15 and over have experienced physical violence during their school years).
The most prevalent behavior (14.3% of college women) involved being pinched, having their hair pulled, having objects thrown at their body, or being pushed, pulled, or slapped. A smaller percentage (5.2% of college women) reported being kicked or hit; while 0.7% of college women experienced assaults with a firearm.
Sexual violence (17.9% of women aged 15 and over have experienced sexual violence during their school years).
The most prevalent behavior (13.3% of women) is receiving rude or offensive sexual or body-related comments from people at school, followed by receiving online messages or comments with sexual innuendos (7.7%), being groped, touched, or kissed without consent (4.8%), feeling afraid of being sexually assaulted (4.8%), and being offered sexual relations in exchange for grades or school benefits (3.4%).
2.8% of women report having experienced someone exposing or groping their genitals in front of them, and 1.4% report being punished or abused for refusing sex.
0.4% reported having been forced to watch sexual or pornographic scenes or acts
0.9% responded that someone has attempted or been forced to have sex against their will.

Men are predominantly responsible for attacks on female students. The three main perpetrators by type of attack are distributed as follows (ENDIREH, 2021):
Classmates commit catcalling (52.1%), sexual innuendo and insults via text message (49.2%), physical assault (48%), attempted rape and rape (47%) and other sexual assaults (40.8%).
Unknown offenders are primarily responsible for stalking (52.5%), sexual advances and texting (27.5%), groping, fondling or exhibitionism (24%), and offensive catcalls (22.9%).
Teachers are identified as responsible for violence and discrimination, such as offering benefits in exchange for sexual relations (72.4%) and exercising some form of revenge against students for refusing to have relations with them (68.9%). 28.7% accuse them of discriminatory behavior or emotional aggression, as well as other sexual assaults (17%).
More than 90% of victims of harassment or gender-based violence do not report the crime.
9.9% of women aged 15 and over reported dropping out of school due to pregnancy.
Only 38% of female university students in Mexico enroll in STEM programs (UNICEF).
In 2021, in Mexico, men employed as Researchers and Specialists in Exact Sciences, Biology, Engineering, Computer Science, and Telecommunications represented 76.1% of the employed population, while women represented 23.9% (STEM Movement).

Globally, success stories of reducing school violence and building lasting peace share the following elements:

They focus their efforts on the root causes of violence and conflict.
They achieve changes at the sociopolitical level (structural and cultural) through public policies.
There is a need for strong political leadership and a solid legal framework to address school violence from a rights-based perspective.
Generating data on school violence and discrimination is important to monitor progress.
Educational programs and interventions based on evidence of effectiveness are needed.
It is important to train teachers and students on school violence and “positive” classroom management.
The systematic participation of all key stakeholders in the community is essential.
Collaboration between the education sector and a wide range of actors outside of institutions is required.

"Beyond the Numbers: Ending Violence and Bullying in Schools", UNESCO (2021) and "Reflections on Peace Practices" (Anderson & Olsen, 2002)

Globally, gender and sexual violence primarily affects women and LGBTTTIQAP people.

81.3% of people who commit suicide in Mexico are men. (National Self-Reported Well-being Survey, 2023).

In Mexico, men have a life expectancy of approximately 6.3 years less than women (INEGI, 2023).

The violence that men suffer and that men inflict on them in particular.

How can we move toward fair and effective management of school coexistence?

Ensure the mainstreaming of gender, masculinity, and intersectionality to protect and highlight the differentiated needs of people in vulnerable situations.
Focus on prevention with three core objectives: raising awareness, providing information about human rights, and building collaborative capacity among all people in the community.
Prioritize the restorative justice approach.

THE PURPOSE CANNOT BE THE RESPONSIBILITY OF A SINGLE INSTANCE OR MECHANISM; INTEGRATED SYSTEMS ARE REQUIRED.