Gender-Based Violence: From Harassment to Power Abuse

From street harassment to coercive control: gender-based violence has many faces. Assistant professor Mischa Dekker has studied street harassment in the Netherlands and France, and supports institutions and organisations in embedding structural change.

Starting this autumn, the Centre for Professional Learning is launching a Dutch-language course on Gender-Based Violence, with Mischa Dekker among the lecturers.

Boys and responsibility

Street harassment is a visible form of gender-based violence, and one that Dekker has examined in depth. His research demonstrates that young people respond differently to prevention programmes depending on their social and ethnic background.

'Boys from disadvantaged neighbourhoods often feel stigmatised by awareness-raising programmes; they perceive them as an attack on their community and respond defensively, or disengage altogether. White boys from more privileged backgrounds tend to respond more positively, but frame inappropriate behaviour primarily as a problem of 'others'. As a result, they feel little urgency to reflect on their own behaviour. In both cases, responsibility is displaced.'

'Change can only be achieved if you connect with the ways in which boys and men view the world. Only then does space emerge for dialogue and reflection on behaviour.'

An overarching issue

Girls encounter inappropriate behaviour across all social groups, including in affluent settings. This demonstrates that the problem is widespread. Change is therefore not a matter of targeting a single group, but requires preventative action across society as a whole.

Dekker stresses that tailoring interventions is crucial: 'Change can only be achieved if you connect with the ways in which boys and men see the world. Only then does space emerge for dialogue and reflection on behaviour - whether in street culture, on social media, or in the classroom.'

A concrete starting point often lies in their daily lives, such as gaming. 'If women are portrayed in a denigrating or sexualised way in a video game, that provides an excellent entry point: what do you think of that? Young people recognise this and feel engaged. That makes them more likely to enter into dialogue and critically reflect on it.'

Trivialisation

Perpetrators often downplay their behaviour. 'When a group of boys catcalls a girl, they regard it as showing off, or just harmless fun.' According to Dekker, they do not always realise that for the other person, it is another unpleasant experience.

Girls and women are constantly weighing up whether to respond, and what the potential consequences might be.

Dekker: 'At times there is a fine line between what is acceptable and what is not. There is grey area, but typically it is clear when someone has crossed a boundary, for example, when limits are ignored and the behaviour persists or escalates. For professionals, it is crucial to look beyond the perpetrator's intention and focus on the impact on the victim.'

Framing

Framing also plays a significant role. 'In the Netherlands, violence against women was long framed primarily as a migration issue, or dismissed as isolated incidents. As a result, forms such as coercive control were not recognised or taken seriously, and inappropriate behaviour within institutions was readily covered up. It was only after the Voice scandal that it became broadly acceptable to address inappropriate behaviour within highly educated circles and established institutions.'

Institutional context

Dekker points out that gender-based violence is often embedded within institutions. 'This is visible in the cultural sector, such as theatre and film, but also within universities. When a small group holds significant power and contracts are precarious, power imbalances arise. This increases the likelihood of structural violence and makes it more difficult for victims to speak out.'

Educational programmes are valuable, he argues, but insufficient. 'Without structural measures, such as secure contracts, transparent complaints procedures, and greater say for employees, cultural change remains superficial.'

'Defining violence as gender-based and structural, creates opportunities to protect victims in time.'

Cross-national differences

Dekker compares the Netherlands and France. 'France has a strong feminist movement; there are even ministerial posts dedicated to gender equality. In the Netherlands, by contrast, the early 2000s were marked by the belief that emancipation had been achieved. Policy therefore lagged behind, and problems were often trivialised.'

Nevertheless, he observes a shift in the Dutch perception: 'There is now more attention for femicide and for renewed feminist movements.' According to him, framing makes the difference. 'In France, violence is explicitly defined as gender-based and structural, which creates more opportunities to protect victims in time. For example, there are specialised shelters and a nationwide network of emergency helplines. In addition, there is specific legislation that explicitly names femicide, with harsher sentences and better protection for victims. That is not to say that everything has been resolved. High-profile cases in France, such as those of Gérard Depardieu and Dominique Strauss-Kahn, show that abuse of power remains deeply ingrained.'

Key insights for participants

Dekker hopes the course will help participants look beyond isolated incidents. 'Gender-based violence must be understood in relation to broader power structures and professional cultures. I want participants to gain insight into the various forms and dynamics, and to learn how to respond. For example, by consciously using framing to make responsibility visible.'

In his view, equal power relations and secure contracts play a vital role, since people are more inclined to speak up about feeling unsafe if those conditions are in place. The dynamics differ per context, but are recognisable. 'If you can relate to the boys and men in your professional field, you can engage them and hold them accountable. It also helps if they learn to reflect collectively and to call each other out when behaviour is unacceptable.'

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