Contestations about professionalism for graduate teaching assistants having intimate affairs with their students at tertiary education institutions: A case of the University of Zimbabwe.

Abstract

The research focused on intimate or sexual relationships between Graduate Teaching Assistants and students. It employed the qualitative approach to investigate the reasons for the continued prevalence of such affairs. The study looked at the effects of the relationships, how they affect adherence to professional ethics and conduct for the GTAs. In-depth interviews (semi-structured) were used to capture the subjective lived realities of the GTAs and students involved. Gender issues were put into consideration. The research established the fact that societal patriarchal ideals and cultures are inculcated into young boys as they grow. The “toxic masculinity ideals” are reinforced through secondary socialization by peers in the tertiary education context. Regarding women as sexual trophies awaiting to be obtained has led male GTAs to compete with each other on who can get multiple concurrent sexual relationships with female undergraduate students. The male GTA in an intimate affair with an undergraduate student is in a privileged position in contrast to the student and in most cases seeks to control her sexuality. Even though the sexual relationship between a GTA and a student may be consensual, the student is more vulnerable and usually has challenges of negotiating for protected sex. When the female students get into the relationships as a result of fear, they are afraid to report the cases through proper channels. They are afraid of being victimized. In case the GTA`s contract is terminated, the GTA`s fellow colleagues will have a motive to treat the female student unfairly for having reported against their colleague.