Sport as a Strategy to Address Gender-Based Violence : A Study on Perceptions and Educational Knowledge of Students in Grades 8 – 12 in Windhoek, Namibia
Bibliographic record
Abstract
In 2022, Namibia recorded over five thousand cases of gender-based violence (GBV), highlighting the alarming and persistent nature of this issue. GBV is both a consequence and reinforcement of deeply ingrained gender inequalities in Namibian society, stemming from factors such as colonial history, power imbalances, and traditional norms. Sport is recognized as a valuable strategy to promote gender equality by challenging stereotypes and structural norms. However, fostering these gender equalities requires understanding the perceptions and educational knowledge of youth who represent the future of Namibian society.Therefore, the purpose of this study was to identify and investigate students’ educational knowledge and perceptions of GBV and gender equality, as well as their perceptions of sport and its contribution to personal and social development and gender equality. Hereby, their experiences, traditions, and beliefs were at the center of the study. Data was collected from 24 students from disadvantaged communities who are enrolled in grades 8 to 12 in the after-school center of Physically Active Youth (P.A.Y.) in Windhoek, Namibia. The data collection process utilized an explanatory sequential mixed-method approach, collecting data from an online self-administered questionnaire and semi-structured interviews with two staff members and three students. The results of this study showed that educational and societal factors largely influence students’ perceptions and knowledge of GBV and gender equality. Students advocate for more comprehensive education and inclusive sports programs to foster personal and social development and challenge traditional gender norms. Moreover, they pointed out the need for community support and safe spaces for open discussions. Despite recognizing the barriers posed by patriarchal values, students believe in the potential of sport and education to promote gender equality and social change and to prevent GBV in Namibia.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".