A closer look at sexual violence in Jamaica

Written by: Leo Gilling

Of all the countries worldwide, based on the 2010 national report on rape incidents, Jamaica ranks 22nd with 24 rape incidents per 100,000 citizens. The JCF recorded approximately 6,600 rape incidents between 2011 and 2020, with about 3,250 cases cleared up. (The clear-up rate refers to all cases disposed of from the court’s active records, including guilt, innocence, dismissed, or thrown out, divided by the total cases presented for that period). In that period, 2012 recorded the highest number of 948 incidents of rape.

This article is written in response to a recent video released by Queen Ifrica, where she revealed that her biological father sexually assaulted her, an act categorized as incest.

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Eve for Life (EFL) has reported that incest is prevalent across the island, with hot spots in three parishes: Westmoreland, St. Ann, and St. Thomas. These statistics include children reported by the Jamaica Observer, where 36 of 46 complainants in the Trelawny Circuit Court are cases of child sexual offenses. It should be noted that these numbers represent only reported cases; many situations go unreported.

The United Nations Women – Caribbean defines rape as when a man has sexual intercourse with a woman without her consent, knowing she does not consent, or is reckless about whether she consents. Each country has its own definition of sexual violence; therefore, rape statistics in Jamaica may differ significantly when measured against the definition of rape in the United States.

For example, rape, as defined by the U.S. Department of Justice, is "The penetration, no matter how slight, of the vagina or anus with any body part or object, or oral penetration by a sex organ of another person, without the consent of the victim." The new definition does not restrict the victim to women or penis penetrations, but rather includes any form of non-consensual penetration with body parts or objects. Child rape is treated as a separate and severe offense.

According to the SOA of 2009, Part 2, Subsection 3: rape is defined as "A man commits the offense of rape if he has sexual intercourse with a woman a) without the woman’s consent and b) knowing that the woman does not consent to sexual intercourse or recklessly not caring whether the woman consents or not." This definition focuses solely on non-consensual sexual intercourse by a man with a woman.

In recent years, The Leo Gilling Show has featured several women who alleged instances of incest and sexual abuse by fathers, grandfathers, cousins, and other family members.

https://www.youtube.com/live/tju93l4JXrA?si=0YmjTHmq6l1WrxX9.

Their stories align with experiences in other countries, such as Canada, where two-fifths of all victims (41%) were assaulted by acquaintances, 10% by friends, 28% by family members, and the remaining 20% by strangers. More than half of the sexual assaults against adults (52%) and youth between 12 and 17 years of age (58%) were committed by friends and acquaintances.

The U.S. Department of Justice reports that 73% of sexual assaults are perpetrated by non-strangers, 28% by intimate partners, and 7% by victims' relatives.

In the U.S., 92.1% of sexual abuse offenders were men, with 51.6% being White and 21.7% being Black.

Caribbean writer Annan Boodram observed that obtaining accurate statistics on sexual violence remains a significant challenge for Jamaica and the Caribbean. This is due to patriarchal beliefs, power dynamics, and the normalization of sexual violence and rape. "Culture" is perpetuated through misogynistic language, objectification of bodies, and the glamorization of violence.

As young boys, we witnessed and heard things that taught us life lessons, some of which we later discovered were profoundly wrong. However, our innocence, coupled with the apparent teacher-student relationship, made it nearly impossible to make the right choices. Whether our teachers (elders) were aware of their actions or merely passing on learned behaviors, it did not matter. Social learning is prevalent in a country with limited job opportunities and positive activities, so boys learn from their surroundings.

These lessons began with simple words and thoughts that convinced young boys that committing injustices against young girls and women was acceptable. Young girls, often aged nine to twelve and on the cusp of puberty, were taught to remain silent and that everything was acceptable. Adult male figures were in control.

This narrative and learning process acted as social teachers, reinforcing the idea that "even if it seems wrong, it's not. Women want it. When they resist, they are pretending not to want it." These were the actual words spoken during discussions with older men who justified wrongful encounters with women. Boys were taught to remain silent and avoid being labeled as tattle-tellers or informers. The culture thrived on "sworn secrecy."

In this context, we were expected to protect the information, preserve the act, and eventually incorporate it into our own lives as we grew up. Defying these norms was discouraged. Similarly, women often refrain from reporting sexual violence out of fear of not being heard or facing further punishment.

It is now time to shed light on these hidden words. They were not mere grumblings; they were a harsh reality. Phrases like "Dah one deh ready fi a buss," insinuating that a young lady starting puberty is prepared for adult sexual activity, and "she ready fi di cutting table," treating women as commodities ready for consumption by men, reveal signs of puberty. Such phrases suggest that it is time for them to engage in sexual activities with men.

Many of the individuals who acted as social teachers have passed away, some are no longer active, and others remain active. Nevertheless, they have passed on these lessons to numerous other boys, leading to incidents of rape and sexual assault against women in our communities.

In conclusion, it is imperative to put an end to these abuses. To achieve this, our governments must develop plans for the present and future, focusing on "resilience" to benefit future generations. We need to nurture "resilient children." Early childhood is a critical period for growth, and resilient child development is essential for overcoming obstacles, recovering from setbacks, and finding joy in life. This involves encouraging intentional emotional and social activities that teach children to speak up, be aware of themselves and their environment, show empathy, be honest, take responsibility for their actions, and avoid insincere behavior.

This effort requires the Ministry of Education to assume full responsibility for early childhood learning. Children worldwide engage in formal learning at a much earlier age than the Jamaican education system currently acknowledges. The number of infant schools should outnumber basic schools, requiring at least an additional 2,700 professionally paid teachers and suitable learning environments for early childhood education.

Lastly, men have a significant role to play in changing this cultural error. Historically, enslaved Black people received support from White political leaders in their fight for abolition and emancipation. Similarly, more male leaders must step forward to combat sexual violence against girls and women and set positive examples for the youth.

These recommendations should become a primary focus for our Ministry of Education and male leaders. While the benefits may take time to materialize, they will ultimately lead to positive changes in our society in the years to come.