Notions of sexuality and dating experiences among University of Uyo undergraduates

NOTIONS OF SEXUALITY AND DATING
EXPERIENCES AMONG UNIVERSITY OF UYO
UNDERGRADUATES, AKWA IBOM STATE,
NIGERIA
MICHAEL, MICHAEL NTIA
DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY
University of Uyo, Nigeria
Email: smichael297@gmail.com

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NOTIONS OF SEXUALITY AND DATING EXPERIENCES
AMONG UNIVERSITY OF UYO UNDERGRADUATES,
AKWA IBOM STATE, NIGERIA
A RESEARCH PROJECT
BY
MICHAEL, MICHAEL NTIA
13/SS/SA/1028
SUBMITTED TO
DEPARTMENT OF SOCIOLOGY AND ANTHROPOLOGY
FACULTY OF SOCIAL SCIENCES
UNIVERSITY OF UYO, UYO
AKWA IBOM STATE, NIGERIA
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF BACHELOR OF SCIENCE (B.Sc) DEGREE IN
SOCIOLOGY AND ANTHROPOLOGY
NOVEMBER, 2017

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DECLARATION
I hereby declare that this research project titled “Notions of Sexuality and
Dating Experiences among University of Uyo Undergraduates, Akwa Ibom
State, Nigeria” is an original work carried out under close supervision of Dr.
Nsidibe Usoro.
Michael, Michael Ntia ………………….
Researcher Signature/Date

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CERTIFICATION
This is to certify that this research project titled “Notions of Sexuality and
Dating Experiences among University of Uyo Undergraduates, Akwa Ibom
State Nigeria” is an original research conducted by Michael, Michael Ntia with
registration number 13/SS/SA/1028 of the Department of Sociology and
Anthropology, University of Uyo, Uyo. This research work was done under the
supervision of Dr. N.A Usoro of the Department of Sociology and
Anthropology, University of Uyo, Uyo.
Dr. N.A Usoro ….………………..
Supervisor Signature/Date
Rev. Fr. (Prof.) D.J Inyang
...…………………
Head of Department Signature/Date
……………………............. ...…………………
External Supervisor Signature/Date

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DEDICATION
This research project is dedicated to the Almighty God, the source of all
wisdom for men and women who are passionate in search of knowledge and
true wisdom and those who have a genuine compassion for humanity.

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ACKNOWLEDGEMENTS
All through my challenging path to completing my B.Sc programme and
subsequently, this research, I have received considerable helps from a number
of sources. First and foremost, to God be the glory for the strength, sound
health, knowledge, and commonsense given to me which saw me being
steadfast in my line of thoughts throughout the research.
My heartfelt and deep thanks go to my supervisor, Dr N. A Usoro for his
humane sense of supervision, which he employed in guiding me. He was
highly supportive in all respects: providing materials, offering critical but
somewhat liberal criticisms and advice, encouraging and gingering me up.
I am beholden to the Head of Department, Rev. Fr. (Prof.) D.J Inyang and my
lecturers in the Department of Sociology and Anthropology, University of
Uyo, Nigeria, Rev. Fr. (Prof.) J.O Umoh, Prof. I.V.O Modo, Prof. S. Ekpenyong,
Prof. P. A. Essoh, Dr. N.S Akpan, Dr. S.E Offong, Dr. A.S Brown, Dr. S.R
Okijie, Dr. B.S Essien, Dr. E.J Okorie, and Dr. A.S Ukommi for their
contributions toward building my intellectual capacity.
I am sincerely grateful to the family of Dn.Mrs B.L.D Gbosi and the family of
Mr/Mrs Onyeisi Mokogwu for their immeasurable support throughout my
stay in school.

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I can’t thank the Dumpe’s family enough for their timeless encouragement. I
give great honour to my family for laying the foundation for what later turn
out to be a tangle road towards greater academic height. Family and friends
who offered encouragement and assisted in carrying out the fieldwork, I owe
you one.

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ABSTRACT
This study investigated the notions of sexuality and dating experiences among
University of Uyo undergraduates. Taking into account the perverse
manifestations of the sexual life of students and the potential consequences of
the sprouting dating culture on campus, the study attempted finding answers
to impending dating and sexuality questions by adopting both the qualitative
and quantitative research techniques. The study was guided by four research
objectives: to investigate the views of students on sexuality; to examine their
dating experiences; to examine the dating patterns prevalent among university
undergraduates and to examine the socio-cultural factors influencing dating
relationship among students. Using three research instruments, the
questionnaire, in-depth interview and focus group discussion, the study
collected data from 219 respondents in three campuses of the University cutting
across 12 faculties. Findings revealed that the experiences of students in dating
relationships are two-fold: healthy experiences and unhealthy experiences. For
example, healthy experiences could be in the form of mutual benefits from one’s
dating partner while unhealthy experiences could take the form of abuse and
exploitation. It also revealed that the dating patterns among students are
diverse, varying from on-campus dating, off-campus dating, dating between
students and staff of the university as well as multiple concurrent dating
relationship. The study recommended that adequate sexuality education and
counseling of students before they begin dating will be a critical step towards
enacting social engineering.
Keywords: Dating, relationship, sexuality, students, experiences

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TABLE OF CONTENTS
Declaration .................................................................................................................. 2
Certification ................................................................................................................ 3
Dedication ................................................................................................................... 4
Acknowledgements.................................................................................................... 5
Abstract ....................................................................................................................... 7
CHAPTER ONE: INTRODUCTION
1.1 Background to the study ................................................................................... 13
1.2 Statement of the problem................................................................................... 17
1.3 Objectives of the study....................................................................................... 19
1.4 Research questions.............................................................................................. 19
1.5 Significance of the study.................................................................................... 20
1.6 Scope of the study............................................................................................... 21
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.0 Introduction......................................................................................................... 22
2.1 Concept and definition of sexuality and dating ……………........................ 22
2.2 Factors influencing individual sexuality ……………………...…………..... 25
2.3 Dimensions of sexuality and modes of expression …...….…..…………..... 26
2.4 Importance of dating and relationship experiences among young
undergraduate students……………………………….…………....……... 29
2.5 Motives for dating among undergraduate students ……...……………...... 31
2.6 Sexuality and dating patterns among undergraduate students in
Nigeria.………………………………………..…………………...….…...... 32
2.7 Theoretical Framework …………………………………………..……….….. 36
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Introduction......................................................................................................... 38

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3.1 Research design .................................................................................................. 38
3.2 Ethnography of the study area......................................................................... 38
3.3 Study population ……………........................................................................... 40
3.4 Sample size and technique ............................................................................... 40
3.5 Method of data collection ................................................................................. 41
3.5.1 Questionnaire method .................................................................................... 41
3.5.2 Interview method ............................................................................................ 42
3.5.3 Focus group discussion …………………………………..………………… 42
3.5.4 Social media group discussion ………………………..…………………… 42
3.6 Validity and reliability test ……………………............................................... 43
3.7 Method of data analysis .................................................................................... 44
3.7.1 Qualitative data ............................................................................................... 44
3.7.2 Quantitative data ............................................................................................ 44
3.8 Limitations of the study .................................................................................... 45
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction ........................................................................................................ 46
4.1 Data analysis from questionnaires …………………………………….......... 46
4.2 Survey questions ………………………………….…………………...……… 52
4.3 Findings from field survey ……………………………………………...…… 54
4.4 Findings from interviews, focus group and social media discussions .…. 57
4.5 Discussion of findings ……………………………………………...………… 84
4.5.1 Views of the students on sexuality …………….......................................... 84
4.5.2 Dating experiences of the university of Uyo students ……….................. 86
4.5.3 Dating patterns prevalent among university of Uyo undergraduates.... 88
4.5.4 Socio-cultural factors influencing dating among students ....................... 89

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CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Summary ………………………………………………….…………………… 93
5.2 Conclusion .......................................................................................................... 95
5.3 Recommendations ............................................................................................. 96
5.4 Questions for further research ………………………………………...…….. 98
References ............................................................................................................... 100

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LIST OF TABLES
TABLE TITLE PAGE
4.1 Percentage distribution of respondents by faculties 48
4.2 Percentage distribution of respondents by level of study 49
4.3 Percentage distribution of respondents by sex 50
4.4 Percentage distribution of respondents by Age 50
4.5 Percentage distribution of respondents by marital status 51
4.6 Percentage distribution of respondents by religious affiliation 52
4.7 Percentage distribution of respondents by nature of accommodation 52
4.8 Responses to survey questions 54
4.9 Views of students on sexuality 55
4.10 Students dating experiences 56
4.11 Students dating patterns 56
4.12 Socio-cultural factors influencing dating 57

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LIST OF APPENDICES
APPENDIX TITLE PAGE
1. Questionnaire 106
2. In-depth interview guide 108
3. Focus group discussion guide 109
4. Social media discussion guide 110

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CHAPTER ONE
INTRODUCTION
1.1 Background To The Study
Sexuality is a central part of being human, and individuals express their
sexuality in a variety of ways. As an important aspect of human existence,
sexuality is multifaceted, having biological, social, psychological, spiritual,
ethical, and cultural dimensions (Williams, Jeremy, Emily and Wendy, 2015).
The works of scholars from a multitude of disciplines have suggested that
individual sexual orientation stimulates other aspects of human development
and it is impossible to understand human sexuality without recognizing its
multidimensional nature (Ogundipe and Ojo, 2015). It further seems that
sexuality is one component of total well-being to be expressed in harmony with
other life needs in contrast to societal perception and serendipitous expectation.
The Sexuality Information and Education Council of the United States, SIECUS
(2004) for instance, believes that all people have the right to comprehensive
sexuality education that addresses the socio-cultural, biological, psychological,
and spiritual dimensions of sexuality by providing information; exploring
feelings, values, and attitudes; and developing communication, decision-
making, and critical-thinking skills (SIECUS, 2004).
Researches have shown without doubt that there exist an unprejudiced
analysis of the phenomenon of sex that clearly affect an individual in ways

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that are radically different from other basic instincts such as thirst, hunger,
pain, stress and any other feeling a normal human will endure. For example,
Kenrick, Griskevicius, Neuberg and Schaller (2010) in their study of hunger
and social motivation found that sexual behaviour, dating and friendship
affiliation is significantly affected by the instinct of hunger, although
physiological need is contrasted with social motives. Similarly, Jonah and Shiv
(2011) in their study of food, sex and the hunger for distinction report that
sexual activity is an essential factor in quality of life and that the phenomenon
of sex has the capacity to trigger other human instincts. Commonly viewed as
being a mystery and unique in itself, the individual is affected in ways that are
often incomprehensible, when the charm of the other sex, is seen through the
bodily sexual desire or sexual lust (FYI, 2015).
In our today’s world, all of us are fascinated with how young people
meet and date on campus and in the society. We are particularly interested in
the notions of sexuality and dating experiences among university
undergraduates because this knowledge provides us with valuable insights
into their sexual behaviours. As revealed by Yoo (2004), heterosexual
university students typically begin to date in earnest after they have been
freed of the stress of university admission, as their interest in the opposite sex
sharply increases during this time. University students seek out future
spouses through natural encounters with the opposite sex, and obtain

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intimacy with the opposite sex through personal relationships (Yoo, 2004).
According to Roscoe cited in Breeana (2005):
For most undergraduates, university provides important
academic and social experiences. One key aspect of the social
experience is the development of romantic dating relationships.
University undergraduates place high importance on the role of
romantic relationships in their lives (Breeana, 2005:76).
However, given that many students have different patterns of sexual
expression, dating may assume many forms. Research on the sexuality and
dating experiences among university undergraduates has distinguished
between the pros and cons of such dating experiences but the precise
definition of what constitutes sexuality and dating experiences has varied
greatly among previous studies. The majority of studies use a “sexual
activity” criteria, however the exact nature of the activities has varied.
One study allowed participants to define their relationship as either
romantic or casual, from the standpoint of social comparison (Wesner, 2008).
These differing definitions suggest that there are many factors that may play a
role in determining if a dating relationship amongst undergraduate students
is romantic or casual and that there may be more than one type of romantic
relationship.
Guldner cited in Breeana (2005) reports that about 52% of university
students are involved in romantic dating relationship, as defined by the

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presence of sexual activity in the dating process. However, due to the
variations in the definitions of romantic relations, the estimations of the
prevalence of these types of relationships are not exact, yet studies have
established approximate ranges. Researchers estimate between 65 and 76% of
college or university students are involved in casual relationships (England,
Paula, Shafer, and Fogarty, 2007). The prevalence of university students with
past experience in romantic relationships also has been studied and found to
be within the range of 60% to 80% (Guldner cited in Breeana 2005). Based on
these high prevalence rates, it can be seen that many university students
experience some form of dating relationship and express their sexuality today.
Recently, in connection with two different fields of study, attention has
been directed to the notions of sexuality and dating experiences among
Nigerian students. The first of these fields of study is concerned with the
abnormal, and especially the perverse, manifestations of the sexual life of
undergraduate students. The other is the modern movement in favour of the
sexual expression among young people. As regards the latter, the literature to
which it has given rise has not, indeed, contributed much, beyond a few
casual references, in the way of positive material concerning the sexual life of
undergraduate students (Furman & Shaffer, 2003)
Limited researches documenting notions of sexuality and dating
experiences exist, particularly from the perspective of university

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undergraduates. Consequently, this study attempts to fill this gap by
considering the perceptions of sexuality among University of Uyo
undergraduates and how such perceptions shape their sexual choices. In
addition, it considers the nature of contribution dating experiences has made
to the social and emotional life of students by seeking causality in the
interaction between romantic relationship and academic performance.
1.2 Statement Of The Problem
The complexity of sexual experimentation and expression among young
people has been the focus of intensive research efforts in recent times. How
dating experiences impact on student academic and social wellbeing is of
paramount concern. It cannot be overemphasized that sex is one of the
physiological needs of man, and dating is a true reflection of the need for sexual
exploration, companionship, friendship, intimacy, and love (Heather, Amy,
Knee and Lonsbary, 2007).
From the foregoing, it is evident that the spade of change in our
collective moral values as a result of premarital sexual experiences presents
fresh challenges daily. Therefore, urgent solution is required for the interest of
our educational institution and the society at large (Muogo, 2013). This
therefore, underscored the need to embark on this study.

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Researchers are not too eager to investigate the notions of sexuality and
dating experiences among undergraduate students, especially in the area of
study. Existing studies in Nigeria, aimed at the manifestation of human
sexuality; and knowledge and perceptions of Date Rape among female
undergraduates e.g (Frederick, Akintayo and Ademola, 2013; Akeem, 2009).
A large body of researches in the study area examined Nigerian Youths’
understanding, perception of HIV/AIDS phenomenon and sex attitudes
(Awoniyi, 2015); Sexual relations among young people in developing
countries: evidence from WHO case studies (Brown, Jejeebhoy, Shah, and
Yount, 2001); The challenges of adolescent sexuality and reproductive health
In Nigeria (Ogoh, 2000); and Pattern of risky sexual behaviour and associated
factors among undergraduate students of the University of Port Harcourt,
Rivers State, Nigeria (John, Opirite, and Eme, 2012).
No study has ever examined the notions of sexuality and dating
experiences from the perspective of undergraduate students in Uyo. This
constitutes the inspiration to attempt to empirically analyze the notions of
sexuality and dating experiences among students of the University of Uyo.

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1.3 Objectives Of The Study
The main objective of the study is to investigate the notions of sexuality
and dating experiences among University of Uyo undergraduates. The
specific objectives of the study are:
i. To investigate the views of the students on sexuality
ii. To examine their dating experiences
iii. To examine the dating patterns prevalent among university of Uyo
undergraduates
iv. To examine the socio-cultural factors influencing dating relationship
among students
1.4 Research Questions
The research will try to provide answers to the following research questions.
i. What are the views of the students on sexuality?
ii. What are the experiences of students in dating relationships?
iii. What are the dating patterns prevalent among university of Uyo
undergraduates?
iv. What are the socio-cultural factors influencing dating relationship
among students?

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1.5 Significance Of The Study
This study is significant because it will provide a glimpse insight into
undergraduate sexual behaviours. Similar study carried out by Akinwale
(2010), explored sexuality and dating experience among youths in Ibadan, but
failed to take into account how youth dating experiences is shaped by their
notions of sexuality. Also, Scanlan, Bailey and Parker (2012), in their study of
Adolescent Romantic Relationships underscored the importance of
encouraging dating relationships, without articulating the influences of such
relationships on students’ academic existence. This study therefore, seeks to
fill those existing gaps and to shed more light into the notions of sexuality
among undergraduate students in the study location. The findings from the
study will help authorities concern to know the dating patterns prevalent in
the study area. The recommendations if implemented will help minimize the
consequences of risky sexual behaviours and activities among students in the
study area. Though there are already existing rules of conduct in the
university, the study will help to re- enforce the need for appropriate
enforcement mechanisms to avert current trends of sexual perversions among
students at the expense of their academic pursuit. The research findings will
also add to the existing literature and knowledge, which will ultimately
stimulate interest in the research area in terms of further researches.

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1.6 Scope Of The Study
This work examines the notions of sexuality and dating experiences
among University of Uyo undergraduates. The study population is limited to
undergraduate students who are studying in the 3 major campuses of the
University; namely, Town Campus, Annex Campus and Main Campus. The
study areas were conveniently selected owing to limited budget to go round
the 4 campuses of the University. The study specifically focused on students
of the faculty of Arts, Agriculture, Basic Medical Sciences, Business
Administration, Clinical Sciences, Education, Environmental Studies,
Engineering, Law, Pharmacy, Science, and Social Sciences. These faculties
were selected because they constitute the 3 major campuses where the
research was carried out.

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CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
This section focuses on literatures that could provide theoretical and
empirical information that may be relevant to the study objectives. Sexuality
and dating experiences have been the central theme of the debates and
ideological struggle in the last few decades in major institutions of learning. A
good ideal have been and is still being documented on this twin concept.
Consequently, the review being undertaken is rather selective than extensive
(Chigbu, 2013).
2.1 Concept And Definition Of Sexuality And Dating
Sexuality can be defined as the general term referring to various
sexually related aspects of human life, including physical and psychological
development, and behaviours, attitudes, and social customs associated with
the individual's sense of gender, relationships, sexual activity, mate selection,
and reproduction. Sexuality permeates many areas of human life and culture,
thereby setting humans apart from other members of the animal kingdom, in
which the objective of sexuality is more often confined to reproduction (Jojo,
2010).

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According to the Sage Dictionary of Sociology (2006), sexuality refers to
the presumably biologically-based desire in people that finds expression
through sexual activity and sexual relationships. Region of Peel (2007),
believes that the term sexuality does not only refer to sexual intercourse or
sexual activity. Sexuality involves the mind and body as a whole, not just the
genitals. Sexuality is shaped by a person’s values, attitudes, behaviours,
physical appearance, beliefs, emotions, personality and spirituality, as well as
all the ways in which one has been socialized.
Madunagu (2005) sees sexuality as a concept that is not peculiar to any
specific group of individuals (male or female) or region but as an attribute all
human beings possess. We are to concern ourselves with the negative
antecedents in the chronology of sexuality so as to form a better tomorrow for
future generations, especially in sexuality issues.
Ikpe (2004) asserts that sexuality defines the very essence of one’s
humanity including one’s self–image, being male or female, physical looks
and reproductive capacity; that is sexuality is a natural part of life. It is about
the way we are made, how we feel about ourselves, what roles we play in the
society and how we procreate.
Jojo, (2010) posits that closely linked to sexuality is a person’s sexual
orientation. The term sexual orientation, according to him, refers to a person's

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erotic, romantic, or affectional attraction to the other sex, the same sex, or
both. A person who is attracted to the other sex is labeled heterosexual, or
sometimes straight. A person attracted to the same sex is labeled homosexual.
The word gay may be used to describe homosexuals and is most often applied
to men, whereas the term lesbian is applied to homosexual women. A person
who is attracted to both men and women is labeled bisexual. Jojo, (2010)
further maintains that a transsexual is a person whose sense of self is not
consistent with his or her anatomical sex - for example, a person whose sense
of self is female but who has male genitals. Homosexuality is not synonymous
with trans-sexuality. Homosexual men's sense of self is male and lesbian
women's sense of self is female (Jojo, 2010).
Dating on the other hand, is a social behaviour that is familiar to the
vast majority of young people in our today’s world (Sociology, 2016). Dating
begins when either the man or the woman initiates a more-than-friends
relationship with the other, and then they conduct that relationship outside of
any oversight or authority. Dating may or may not have marriage as its goals,
and it is one of the most exciting periods of youth life. This is because the
dating process is a time of great exhilaration, splendour, and discovery
(Dennis, 2000).
Dating, according to Michael (2015), is a form of courtship consisting
of social activities done by two people, as partner in an intimate

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relationship or as a spouse. It refers to the act of meeting and engaging in
some mutually agreed upon social activity together, as a couple.
Cressida (2003) insists that dating actually comes from the arranging of
a time and date of meeting. It can be a form of recreation, a form of
socialization, a means of status grading and status achievement within one’s
group, and/or a form of courtship. This notion is supported by Brown
&Taverner (2001) who believe that when two teenagers or unmarried adults
spend their leisure time with one another, it is often called dating. Brown
&Taverner (2001) further affirm that dating can be a way to learn about other
people, about romantic and sexual feelings and expression, and about what it
is like to be in a love relationship.
What we find in all the views examined above is that dating is a form of
social interaction between two partners involved in a romantic or intimate
relationship. Dating includes sharing recreational activities, spending loosely
organized, undefined time together, learning new things, and practicing social
skills.
2.2 Factors Influencing Individual Sexuality
Sexuality is a central aspect of being human throughout life and
encompasses sex, gender identities and roles, sexual orientation, eroticism,
pleasure, intimacy, and reproduction. Sexuality is experienced and expressed

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in thoughts, fantasies, desires, beliefs, attitudes, values, behaviours, practices,
roles, and relationships. While sexuality can include all of these dimensions,
not all of them are always experienced or expressed. Sexuality is influenced by
the interaction of biological, psychological, social, economic, political, cultural,
ethical, legal, historical, religious, and spiritual factors (WHO, 2006).
2.3 Dimensions of Sexuality and Modes of Expression
Boyce (2007), has articulated one of the most comprehensive explanations on
the dimensions of sexuality. According to him, the following constitutes the
dimensions of sexuality:
 Sexual behaviours and practices: Who does what with which body
parts, items, and/or partners.
 Sensuality: Awareness and feeling with one’s own body and other
people’s bodies, especially the body of a sexual partner. Sensuality
enables us to feel good about how our bodies look and feel and what
they can do. Sensuality also allows us to enjoy the pleasure our bodies
can give ourselves and others.
 Intimacy: The ability and need to be close to another human being and
accept closeness in return. Aspects of sensuality can include sharing,
caring, emotional risk-taking, and vulnerability.

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 Sexual orientation and gender identity: A person’s understanding of
who he or she is sexually, including:
 Gender identity: a person’s internal sense of being a man or a
woman, which may or may not correspond with the sex assigned
at birth
 Gender expression: how one’s characteristics and behaviors
conform to or transgress gender norms and roles of femininity
and masculinity.
 Sexual orientation: whether a person’s primary attraction is to
the opposite sex (heterosexuality), the same-sex (homosexuality),
or both sexes (bisexuality).
 Sexual and reproductive health: One’s capacity to reproduce, and the
behaviours and attitudes that support sexual health and enjoyment.
This includes factual information about sexual anatomy, sexual
intercourse and different sex acts, reproduction, contraception, STI
prevention, and self-care, among others.
 Sexual power and agency: Power within sexual relations. This includes:
i. Power within, derived from a sense of self-worth and
understanding of one’s preferences and values that enable a
person to realize sexual well-being and health.
ii. Power to influence, consent and/or decline

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iii. Power with others to negotiate and decide
iv. Power over others; using sex to manipulate, control, or harm
other people.
According to Ogoh (2000), while sexuality is conceived and understood
differently by students, the dominant opinion is its reduction to intercourse. It
is generally regarded as a normal process and natural course of life in the
relationship between man and woman, and as proof that one has come of age.
Sexuality is expressed variously through mannerism, mode of dress,
and exchange of gifts. Men are more loud, assertive and domineering in
mannerism, while women tend to be more gentile, soft-spoken and less
gesticulative. Sexuality is also expressed among young people through the
exchange of calls and text messages, social media communication, holding
hand, hugging and kissing both privately and openly.
As posited by Ogoh (2000), not all forms of sexual expression are
considered proper. Across the Nigerian university community, heavy
makeup, skimpy dresses (mini, tight jeans, exposing the breasts, body hugs)
multi coloured hair, as well as bare chest and wearing of earring by male,
hugging and kissing in the open, are considered irresponsible.

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2.4 Importance of Dating and Relationship Experiences among Young
Undergraduate Students
Romantic experiences are believed to influence the course of a number of
developmental tasks, such as the development of sexuality, identity
development, or the development of close relationships with peers (Furman &
Shaffer, 2003). It is consequent on this premise that Scanlan, et al, (2012) make
a powerful case for the encouraging of romantic relationships among
undergraduate students. In their views:
Romantic relationships cannot be generalized as being
either ‘good’ or ‘bad’ for adolescent development. The
many benefits and risks of adolescent romantic
involvement often co-exist. Positive outcomes can include
enhanced self-esteem, popularity and social status, social
competence, autonomy/independence, increased feelings
of self-worth and protection against feelings of social
anxiety. While negative outcomes can include substance
use, academic difficulties, stress and involvement in
socially unacceptable. It is important to note that all of the
research on risks points to an association between
involvement in dating and romantic relationships, risk
behaviours and mental health difficulties. There is very
little evidence to suggest that young people who become
involved in romantic relationships later than their peers are
also at-risk of experiencing negative outcomes. Taken
together, research suggests that while some concern is
warranted when adolescents enter into a romantic
relationship, discouraging adolescent or undergraduate
student involvement in these relationships is not advocated
(Scanlan, et al, 2012:3).
Similarly, Dennis (2000) reveals that involvement in romantic relationships is
developmentally appropriate and healthy in adolescence vis-à-vis

30
undergraduate students. Such relationship provide a valuable opportunity for
adolescents and undergraduate students to work toward achieving many
important developmental tasks including:
 Developing ‘emotional autonomy’ or independence (initially from the
family unit and later from peers– this is one of the most important tasks
of adolescence.
 Identity formation – they contribute to adolescents’ growing sense of
who they are and what they believe in, contributing to their self-esteem,
self-worth, confidence and level of acceptance/popularity among peers.
Adolescent romantic experiences and relationships also form the
foundations of adolescents’ ‘romantic self-concept’ (i.e. how they see
themselves within romantic relationships and play an important role in
the development and exploration of sexual identity.
According to him, the challenges of developing and maintaining romantic
relationships also allow adolescents to build many important skills that they
will rely on as adults including:
 The ability to regulate (or manage) strong emotions – facilitated
through experiencing a wide range of intense emotions within one
relationship and the experience of coping with break-ups.

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 Communication and interpersonal skills, in particular, conflict
negotiation skills (e.g. knowing how and when to compromise) –
romantic relationships provide an important opportunity to practice
and refine these skills as they typically involve more intense emotions
and conflict than adolescents’ friendships.
 Intimacy – adolescents can learn how to develop and nurture an
intimate relationship. This ability is very important to healthy adult
adjustment (Dennis, 2000).
2.5 Motives For Dating Among Undergraduate Students
Heather, et al (2007) in their discussion on the importance of need fulfillment
in close relationships assert that dating relationships fulfil certain needs
among undergraduate students. This assertion aligns with the thoughts of
Agnew, Drigotas and Rusbult cited in Heather, et al (2007) where they identify
five types of needs fulfilled by romantic (dating) relationships. These include:
 Intimacy needs which relate to confiding in each other, sharing
thoughts, and disclosing feelings.
 Companionship needs which involve spending time and enjoying
activities together.
 Sexual needs which include the full range of physical relations from
holding hands to intercourse.

32
 Security needs which involve relationship stability and the extent to
which one can depend on the relationship to make life feel more secure.
 Emotional involvement needs which refer to the degree to which one
partner’s affective states influence the other partner’s emotional
experiences.
2.6 Sexuality And Dating Patterns Among Undergraduate Students In
Nigeria
Sexuality entails the totality of human existence, although it has not been fully
understood. As reported in a recent study by Wouters (2010), taboos on
sexuality gained strength from the Renaissance to the last quarter of the 19th
century, when the regime of manners and emotions allowed for emancipation
of sexuality and its integration into everyday life. This context illuminates the
rationale for an extension of the scope of sexuality beyond reproduction in
Nigeria. For instance: A survey of 2388 Nigerian undergraduates revealed that
87% were sexually active and 66% had more than one sexual partner, while
17.5% have had clandestine abortions. Majority (87.5%) were knowledgeable
about contraception and approved of its use, but only 34.2% were current
users of contraceptives. About 58% of these cited pharmacy shops as their
source of contraceptives. The attitudes of the students were below expectation
(Arowojolu, Ilesanmi, Roberts and Okunola, 2002).

33
Akinwale (2010), maintains that the reasons for the above scenario are
not far-fetched. With the adoption of western values, the traditional norms of
premarital chastity and marital fidelity have been relegated, thereby exposing
youths to an emerging culture of sexual experimentation, which usually
occurs in the context of dating. Traditionally, parents closely monitor their
children’s behaviour from childhood to adulthood although they seldom give
them adequate sexuality education. A reversal of this trend has been
advocated:
Information dissemination through women in the society is
important as mothers are often the closest confidants of
these youths, especially the females. The misconception by
some parents that sexual education for youths encourages
early sex should be corrected (Arowojolu, et al., 2002:69)
Different perspectives on the question of sex education has been advanced by
Sabia (2006), who submits that opponents are correct in observing that sex
education is associated with adverse health outcomes, but are generally
incorrect in interpreting this relationship causally. Similarly, proponents are
generally correct in claiming that sex education does not encourage risky
sexual activity, but are incorrect in asserting that investments in typical school
based sex education programmes would produce measurable health benefits.
Nevertheless, parental control of their children’s sexual behaviour has
diminished since the advent of modernization, which promotes the principle
of individuality in dating and courtship. This situation was dictated by

34
different factors such as industrial revolution, wage labour, invention of
telephone and increased opportunities for contacts among strangers. Also, the
quest for higher education has influenced the age of entry into first marriage
(Akinwale, 2010). Thus, premarital sexual relationships have been condoned
especially on campuses in Nigeria. This situation was described by
Arowojolu, et al (2002) thus:
The lower age limit for admission into most Nigerian
higher institutions is 16-17 years. This means that majority
of undergraduates are in their late teens and early twenties.
Most of them live away from home in school hostels or
rented apartments close to their institutions. These
arrangements weaken parental control and supervision of
students' activities. They are often exposed to influences
that encourage casual sexual relationships and have to take
personal important decisions about their social and
reproductive lives (Arowojolu, et al., 2002:61).
In the light of today’s realities, dating relationships can be considered the
foundation of sexual exploration among undergraduate students, although
this area has not been fully explored. Patterns of dating are diverse, ranging
from the traditional offline to modern online dating. Traditional dating
usually begins with spatial proximity and physical attractiveness followed by
an investigation of similarities and interest and then personal self-disclosure
(Bargh and Mckenna, 2004).
McKenna, Green and Gleason (2002) found support for a model showing that
e-mailing or online chatting led to phone calls which finally led to offline

35
dating. It was also discovered that those who better expressed their feelings
were more likely to commence dating relationships and that self-disclosure
led to an increase in intimacy and development of dating relationship after the
establishment of liking and trust (McKenna, et al, 2002). According to Johnson
(2004), when chances of rejection increase, people choose to move from offline
dating to online conversation. Essentially, the advent of the internet has
promoted expansion of opportunities in dating relationships (Hong, Li, Mao
and Stanton, 2007).
Dating relationships among undergraduate students could further be
classified into nonerotic intimate relationship, amorous intimate relationship,
casual/short-term nonerotic relationship, casual/short-term amorous
relationship, long-term/committed nonerotic relationship, and long-
term/committed amorous relationship. Scott, Raquel and Frank (2010), in
their study of romantic relationships and the physical and mental health of
college students report that most undergraduate students would simply
describe their relationship status as either single, married, engaged or dating
without revealing the nature of the dating relationship. But in a study
conducted by Ogoh (2000), it was found that students are involved in
relationships with fellow students, lecturers and nonacademic staff in their
institutions, as well as outsiders. According to the study, in tertiary
institutions where female students are the majority (eg. School of Nursing),

36
about 85% of dating relationships are with outsiders. Ogoh (2000) further
reveals that, whereas relations with people on campus tend to develop
spontaneously, those with outsiders often involve intermediaries, such as a
professional "point man". There is complex dating relationships existing
between outsiders who are not part of the university community and
undergraduate students, in the sense that such dating practices are often
retired and allow for multiple dating partners for both the students and the
outsiders. In the views of Ogoh (2000), dating relationships among
undergraduate students is contingent on the need for affection,
companionship, material benefits, peer pressure, marks/academic
advancement, and coming of age. Whereas material benefit is important to
both male and female students, the latter often engage in more outside
relationships, including multiple partners, in its pursuit (Ogoh, 2000).
2.7 Theoretical Framework
The Social Action Theory was considered as the major theoretical anchorage
for this study. This theory was developed by Max Weber (1864-1920). This
theory has the potentials to explain the subjective interpretation of sexuality
and ultimate response to it. The theory was originally based on Weber’s
studies in Western Europe and some countries including India, China and
Israel (Elwell, 2009).

37
The basic assumptions of the theory is that social actions, ideas,
ideology, rationality and individuals, among others - are applicable to some
aspects of social reality in Nigeria, especially sexuality-based human
interaction (Akinwale, 2010). An excerpt of the theory is hereby presented for
emphasis:
It is erroneous to regard psychology as the foundation of
the sociological interpretation of action. Weber seemed to
be making essentially the same point made by Durkheim in
discussing at least some nonmaterial social facts. That is,
sociologists are interested in mental processes, but this is
not the same as psychologists’ interest in the mind,
personality, and so forth … In his action theory, Weber’s
clear intent was to focus on individuals and patterns and
regularities of action and not on the collectivity. (Ritzer,
2011: 126)
Thus, individuals constitute the unit of analysis in Weber’s Social Action
Theory. As espoused in the theory, social actions are dictated by an ideology
of human interaction. This presupposes that human interaction can take
different forms such as cooperation, competition, conflicts, exchange and
coercion depending on a given situation and individuals’ understanding of
the situation. The question of sexuality can oscillate within different forms of
social interaction. A cooperative and competitive relationship can degenerate
into a conflictual or coercive interaction depending on divergent interests and
the degree of understanding among individuals (Akinwale, 2010).

38
CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter presents the methods that was used in data collection and
analysis. It captures the following subheadings: research design, ethnography
of the study area, study population, sampling size and technique, method of
data collection, validity and reliability test, method of data analysis and
limitations of the study.
3.1 Research design
The study adopted both the qualitative and quantitative research techniques.
The descriptive research design was used to carry out the study. The design
was to allow the study to obtain a deeper analysis of sexuality views as it
relates to undergraduate students in the study area. It also allowed generation
of unknown issues central to the study topic by highlighting the significance
of sexuality and dating experiences among undergraduate students.
3.2 Ethnography of the Study Area
The University of Uyo is located in Uyo, capital of Akwa Ibom State, Nigeria.
The university which was established as a federal university by the federal
government on October 1, 1991 was formerly known as the University of
Cross River State, from which the name was changed to the University of

39
Uyo. The institution is located in the heart of Uyo, capital of Akwa Ibom,
Nigeria's second largest oil-producing state. Uyo is easily accessible by road,
though there is an international airport for external use(s). The university
comprises of about 13 faculties and currently operates from four campuses
namely:
i. The Permanent Site/Main Campus which accommodates parts of
Central Administration, Faculties of Engineering and Natural and
Applied Sciences, International Centre for Energy and Environmental
Sustainability Research (ICEESR), and the Postgraduate School.
ii. The Town Campus which accommodates Faculties of Arts, Education,
Social Sciences, and Pharmacy.
iii. The Annex Campus, home for the Faculties of Agriculture, Business
Administration, Law, Environmental Studies and General Studies.
iv. The Ime Umana Campus, Ediene Abak, which accommodates the Pre-
Degree, JUPEB and other special courses.
The Permanent Site/Main Campus of the university located along Nwaniba
Road, Uyo is about 4.5 km from the city centre and covers an area of about
1,443 hectares.

40
3.3 Study Population
Undergraduate students of the University of Uyo constituted the study
population. As at 2015/2016 academic session, the university had a total of
18,666 registered undergraduate students. The current undergraduate
population (2016/2017 session) is estimated to be over 19,700. The target
population for the study included 227 students from three campuses of the
university.
3.4 Sample size and technique
Out of the 227 target students, the study sampled 170 respondents using the
survey method of social research while 57 respondents were sampled using
ethnographic method. Eventually, only 162 of the 170 questionnaires
distributed were completed and returned, leaving the completion rate at
95.29%. Of the 162 questionnaires completed and returned, 17 respondents
were students in 500L; 22 were students in 400L; 87 were students in 300L and
200L; 36 first year and pre-degree students from whom data was collected.
The study used the stratified sampling technique to select the parishes from
which the respondents were selected.
The simple random sampling technique was used to select the campus
locations from which the target respondents were purposively selected. A
random start was used by the researcher from faculty to faculty till the
required number of respondents was obtained. The use of the above sampling

41
techniques helped in ensuring that all respondents were given an equal
chance to participate in the study.
3.5 Method of Data Collection
Data required for the study was collected from both primary and secondary
sources. Primary sources allowed the generation of information from the
target respondents while the secondary sources emphasized the expression of
ideas as presented in previous studies and researches. The primary sources
included the use of questionnaires and interviews for data collection while the
secondary sources looked at review of previous information relating to the
topic. The qualitative and quantitative methods of data collection were
adopted for this study. The qualitative method involved the use of interviews,
social media and focus group discussions while the quantitative method
involved the use of questionnaires to gain insights into the notions of
sexuality and dating experiences among University of Uyo undergraduates.
3.5.1 Questionnaires
This method entailed the design of guiding questions which were asked by
the researcher to respondents. Since the target population was assumed to be
highly literate, the researcher asked the questions in English language in order
for the respondents to give the appropriate answer. The researcher

42
administered the questionnaires to the undergraduate students which had
only closed ended questions.
3.5.2 Interviews
The researcher administered interviews to the respondents who were mainly
undergraduate students studying in the three major campuses of the
university. This was done by use of an interview guide. The method helped in
probing for a deeper analysis of the issues under investigation which
information was used to substantiate the findings given in the social media
group discussions.
3.5.3 Focus Group Discussions
This method entailed the design of guiding questions which were asked by
the researcher to respondents. The researcher asked the questions in English
and also printed the question guide for the respondents to give the
appropriate answer. The researcher administered the questions to the students
in the focus groups which had both closed and open-ended questions.
3.5.4 Social Media Group Discussions
The researcher engaged undergraduate students of the University of Uyo on
social media discussions. Specifically, a WhatsApp group of 21 randomly
selected participants was created to engage students on discussions related to
the research topic. The discussions lasted for 3 weeks. Each week, a central

43
theme of discussion was introduced and participants were allowed to freely
express their opinions based on their personal perception of the phenomena.
3.6 Validity And Reliability Test
The main issue of reliability is addressing the consistency of the research
instruments in relation to what they intend to measure. In view of this, the
instruments for this study were validated by the project supervisor and other
experts in the field of Sociology and Anthropology for items stated and for the
relevance of the items to the objective of the study. Moreover, several steps
were taken to address validity and reliability. Firstly, reviewers gave feedback
on the questions in the research questionnaire and the interview guide,
assessing it for clarity, relevance, and structure. This feedback was used to
revise the questions. Also, to address reliability issues, the researcher piloted
the interview questions to one subject that was not part of the study. The
subject provided feedback to help the researcher refine the questions and
technique. Use of a journal log provided additional safeguards and controls
for bias and assured reliability and validity of the data collected. This log
contained written notes that recorded the researcher’s own reactions and
reflections after each interview as a way of monitoring and reducing bias.

44
3.7 Method of Data Analysis
This process involved tabulating, editing and coding data. Quantitative data
collected through questionnaires and interviews and were analyzed using
tables and simple percentages.
3.7.1 Qualitative data
Qualitative data were recorded in note books. They were then analyzed along
the themes of the major variables through subjective analysis as well as
narrative analysis. Broad categories were developed to differentiate and
describe ideas expressed by the participants. Direct quotations were also used
to compliment the overall results. Qualitative data helped the researcher to
make a useful interpretation of quantitative data through relating direct
quotations with quantitative data.
3.7.2 Quantitative data
Completed questionnaires and the designed interview were edited at the end
of each day to check for consistency and accuracy. The researcher coded the
uncoded responses in the questionnaires and coding categories were
developed after reading at least through 70% of the completed questionnaires,
basing on the most occurring responses. Data collected in the demographic
section was analyzed using percentages, while the narrative data was
analyzed using subheadings in the light of the overall responses. The goal of

45
the data analysis was to produce a baseline understanding of student views
on sexuality and their dating experiences.
3.8 Limitations of the study
A good number of the respondents were reserved and unwilling to openly
share their thoughts on sexuality and dating experiences. Some of the students
saw the researcher as trying to invade into their privacy. This therefore
constituted a major limitation to the study. Some respondents were not be
willing to spare time for the researcher to interview them, thus were not
answering the questions which were asked. This did limit the content of the
information needed for the successful completion of the study.

46
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
4.0 Introduction
This chapter provides a detailed description of the results as obtained after
data collection. Quantitative Data is presented in form of tables based on the
objectives of the study while qualitative data is presented under specific
themes namely views of the students on sexuality, their dating experiences,
patterns of dating among students, and socio-cultural factors influencing
dating among students.
4.1 Data Analysis from Questionnaires
The demographic and personal data were analyzed by simple percentage
method according to undergraduate status, current year of study, gender
distribution, age bracket, marital status, religious background and nature of
accommodation. The total number of respondents (162) represents 100%.

47
Table 4.1: Percentage distribution of respondents by faculties
Faculty Number of respondents Percentage %
Agriculture
Arts
Basic Medical Science
Business Administration
Clinical Sciences
Education
Engineering
Environmental Studies
Law
Pharmacy
Science
Social Sciences
9
29
7
8
6
18
18
11
10
11
8
27
5.6%
17.9%
4.3%
4.9%
3.7%
11.1%
11.1%
6.8%
6.2%
6.8%
4.9%
16.7%
Total 162 100%
Source: Field Survey (2017)
Table 4.1 above shows the distribution of respondents according to their
faculty. From the table, the greatest number of respondents came from faculty
of Arts with 29 respondents representing 17.9%. Faculty of Social Sciences had
27 respondents representing 16.7%. Faculty of Education and Engineering both
had 18 respondents each representing 11.1%. Faculty of Environmental Studies
and Pharmacy also had 11 respondents each representing 6.8%. Faculty of Law
had 10 respondents representing 6.2% while Faculty of Agriculture had 9
respondents representing 5.6%. Faculty of Business Administration and

48
Faculty of Science both had 8 respondents each representing 4.9%. Faculty of
Clinical Sciences had the least respondents (6) representing 3.7%, followed by
Faculty of Basic Medical Sciences with 7 respondents representing 4.3%.
Table 4.2: Percentage distribution of respondents by level of study
Level of study Number of respondents Percentage %
Predegree/Diploma
100L
200L
300L
400L
500L and above
10
26
35
52
22
17
6.17%
16.05%
21.60%
32.10%
13.58%
10.50%
Total 162 100
Table 4.2 above shows the distribution of respondents according to their
current level. The table indicates that out of the sample population of 162
students who were respondents, 52 (32.10%) were students in 300L; 35 (21.60%)
were students in 200L; 26 (16.05%) were students in 100L; 22 (13.58%) were
students in 400L; 17 (10.50%) were students in 500L and above; while 10
(6.17%) were students undertaking pre-degree and diploma programmes. The
result suggests that the highest number of respondents came from 300L
students.

49
Table 4.3: Percentage distribution of respondents by sex
Sex Number of respondents Percentage %
Males
Females
96
66
59.26%
40.76%
Total 162 100
The above table shows the distribution of respondents based on sex. The table
indicates that out of the sample population of 162 students who were
respondents, 96 (59.26%) were males while females were 66 (40.74%). Though
copies of the questionnaire were evenly distributed, the dominance of the
males proved that males are more willing to provide information on their
dating experiences than females. The males were very interested in the
phenomenon under study. The unequal distribution of the sexes does not affect
the quality of data in the study instead it helps to provide information that will
help to explain the problem under study.
Table 4.4: Percentage distribution of respondents by age
Age Range Number of respondents Percentage %
Under 20 years
20-25 years
26-30 years
31 years and above
41
106
12
3
25.31%
65.43%
7.41%
1.85%
Total 162 100

50
In table 4.4 above, 41 respondents representing 25.31% are in the age group of
under 20 years, 106 respondents representing 65.43% are in the age group 20 -
25 years, 12 respondents representing 7.41% are in the age group 26-30 years
while 3 respondents representing 1.85% are in the age group 31 and above.
Table 4.5 Percentage distribution of respondents by marital status
Marital Status Number of respondents Percentage %
Single
Married
Divorced
Widowed
159
3
Nil
Nil
98.15%
1.85%
-
-
Total 162 100
Table 4.5 above, shows that 159 respondents representing 98.15% are single
while 3 respondents representing 1.85% are married.

51
Table 4.6: Percentage distribution of respondents by religious affiliation
Religious Affiliation Number of respondents Percentage %
Orthodox Christian
Protestant Christian
Pentecostal Christian
Muslim
Atheist
ATR
Others
36
28
81
2
3
Nil
12
22.22%
17.29%
50%
1.23%
1.85%
-
7.41%
Total 162 100
Table 4.6 shows that 36 respondents were Orthodox Christians. This
represented 22.22%, while 28 respondents were from the Protestant
background representing 17.29%. The Pentecostal Christians numbered up to
81 and represented 50% while respondents with Islamic religious background
were 2 representing 1.23%. Respondents from other religious backgrounds
represented 7.41% with a total of 12 respondents while atheists ranked 1.85%
with 3 respondents.
Table 4.7: Percentage distribution of respondents by nature of accommodation
Nature of Residency Number of respondents Percentage %
School Hostel
Off-Campus Accommodation
55
107
33.95%
66.05%
Total 162 100

52
Table 4.7 above, shows that 107 respondents representing 66.05% have off-
campus accommodation while 55 respondents representing 33.95% are
resident in the university hostel.
4.2. Survey Questions
The questionnaire items for this work were structured based on summated
scale rating scheme. Accordingly, the following data were generated.

53
Table 4.8: Responses to survey questions
RESPONSES
QUESTIONS/INTERVIEW ITEMS Agree Disagree Total
1. I have acquired adequate sexuality education
before coming to the university
134 28 162
2. Sexuality is a concept that relates basically to the
awareness of being a male or female
126 36 162
3. Sexuality is a concept that encompasses the
various sexually related aspects of human life
141 21 162
4. I have not been involved in any dating
relationship since my admission into the
university
40 122 162
5. I currently have a dating partner who is a fellow
undergraduate in the university
63 99 162
6. I currently have a dating partner who is not an
undergraduate in the university
73 89 162
7. It is appropriate to have a dating partner as an
undergraduate
84 78 162
8. It is preferable to date someone outside my
department than a fellow course mate
125 37 162
9. I have dated someone who is currently a staff of
the university
18 144 162
10. Ethnicity and religion affects my choice of a
dating partner
101 61 162
11. Students go into dating for other reasons other
than sex
134 28 162
12. Dating increases the chances of sexual activity 127 35 162
13. As I look back over the past few months, I
believe I have not been sexually active
80 82 162
14. I have experienced an abusive, exploitative dating
relationship while on campus
36 126 162
15. Romantic relationship affects a student’s
academic performance
106 56 162

54
4.3 Findings From Field Survey
Research findings based on data collected from completed questionnaires will
be discussed to reflect the main objectives of the study.
Table 4.9 Views of students on sexuality
Question/Interview Items Agree Disagree Total
Sexuality is a concept that relates basically
to the awareness of being a male or female
126 36 162
Sexuality is a concept that encompasses the
various sexually related aspects of human
life
141 21 162
The table (table 4.9) shows that most of the respondents 126 representing
77.78% of the entire survey population agree that sexuality is a concept that
relates basically to the awareness of being a male or female.
From the second survey question on the table, it can be inferred that 141
representing 87.04% of the study population also agree that sexuality is a
concept that encompasses the various sexually related aspects of human life.
What the responses show is that the students make sense of sexuality from
two perspectives: the perspective of differences in gender and the perspective
of human sexual reality.

55
Table 4.10 Students dating experiences
I have not been involved in any dating
relationship since my admission into the
university
40 122 162
From the table (4.10), it can be inferred that 40 respondents representing
24.70% agreed that they have not been involved in any dating relationship
since their admission into the university. 122 respondents representing 75.30%
agreed to it, meaning they have been involved in some form of dating
relationship or the other.
Table 4.11 Students dating patterns
I currently have a dating partner who is a
fellow undergraduate in the university
63 99 162
I currently have a dating partner who is
not an undergraduate in the university
73 89 162
It is appropriate to have a dating partner
as an undergraduate
84 78 162
It is preferable to date someone outside
my department than a fellow course mate
125 37 162
I have dated someone who is currently a
staff of the university
18 144 162
From the table (4.11), it can be inferred that most of the respondents 99
representing 61.1% disagree that they currently have a dating partner who is a

56
fellow undergraduate in the university but agreed (84) that it is appropriate to
have a dating partner as an undergraduate. 125 representing 77.16% agreed
that it is preferable to date someone outside their department than a fellow
course mate.
Again, 144 representing 88.89% disagreed that they have dated someone who
is currently a staff of the university while 18 representing 11.11% agreed to it.
The responses to the questions on table 4.11 also indicates that most of the
students have dating partners both within the university community and
outside the university simultaneously.
Table 4.12 Socio-cultural factors influencing dating
Ethnicity and religion affects my choice
of a dating partner
101 61 162
Students go into dating for other reasons
other than sex
134 28 162
From the table (4.12), it can be inferred that 101 respondents representing
62.35% of the study population agreed that ethnicity and religion affects their
choice of a dating partner. It can also be inferred from the table that 134
respondents representing 82.72% agreed that students go into dating for other
reasons other than sex.

57
4.4 Findings From Interviews, Focus Group and Social Media Discussions
The research also explored notions of sexuality and dating experiences among
university of Uyo undergraduates using the ethnographic method. Using
open-ended, semi-structured interviews, this qualitative aspect of the study
examined how students conceptualize, define, and make sense of the concept
of sexuality, as well as their dating experiences.
The sample consisted of 57 students who ranged in age from under 20
to 30 years. Six participants were under 20 years; thirty were between 20-25
years; and twenty-one were between 26-30 years. A WhatsApp group (WG) of
21 participants was created to engage students on discussions related to
sexuality and dating experiences. A total of 3 Focus Groups Discussions
(FGDs), one in each campus, were conducted, each with between 6 and 8
participants. A total of fifteen In-depth Interviews (IDIs) were conducted, five
in each of the three campuses. The IDIs were conducted with key informants
including students currently in a dating relationship, students who have had
dating experience in the past but currently not dating, those with no dating
experience whatsoever as well as students who are involved in multiple
concurrent dating relationships. The interviews were recorded electronically
and transcribed verbatim. The research findings will be discussed under
headings which are the key themes emerging from the data. Below each

58
heading is a brief description of the theme followed by a narrative of the
research findings divided into sub-themes.
4.4.1 What are the views of the students on sexuality?
This section reports on the participants’ perception of sexuality.
(a) Sexuality as the awareness of being a male or a female
Participants reported their understanding of sexuality as the awareness
of being either a male or a female. A number of respondents believed that
issues relating to sexuality reflected more of gender issues. A 400L male
participant (aged 22) said:
Sexuality is first of all an individual's sense of gender as it relates
to being either a male or a female. The capacity for sexual feelings
comes after this awareness has been established in a person’s
consciousness.
One participant, a 300L male student (aged 20) stated thus:
What I understand by the concept of sexuality is that it involves a
person’s gender identity and sexual preferences. We are all sexual
beings and it is our understanding of our individual sexuality
that determines how we act in sexual situations. For me, I believe
that as a guy, I shouldn’t confuse my roles and identity with that
of a woman.
Another participant, a 26-year-old student of Pharmacy said:
Well, different scholars have different ways of explaining what
sexuality really is. If you want me to give you my own personal
definition, I would say sexuality deals with your awareness of
your gender differences. What this means is that sexuality is not
just all about sexual activity, your sexual orientation, and your
sexual drives. It also involves the awareness of the fact that you
are a male or a female and should know how to carry yourself in
the midst of others.
Another (400L female student aged 21) expressed a similar view:

59
Sexuality refers to the physical, psychological and emotional
characteristics of the male and female sexes.
(b)Sexuality as the various sexually related aspects of human life
Participants spoke of their understanding of sexuality as the capacity for
sexual feelings including a person’s sexual orientation and preferences. The
major keywords in their notions of sexuality include sexual desires, emotions,
sexual orientation and sexual activity. One 23-year-old male WG participant
put it thus:
Sexuality to my own understanding, is something that has to do
with the totality of a person’s sexual orientation.
When asked to elaborate on what he means by a person’s sexual
orientation, he remarked:
Sexual orientation refers to a person’s sense of identity based on
his/her romantic attractions to men, women or both sexes. It also
involves pattern of romantic and emotional behaviours,
membership in a community of others who share those romantic
or sexual attractions. Sexual orientation is usually discussed in
terms of three categories: heterosexual (having emotional,
romantic, or sexual attractions to members of the other sex),
gay/lesbian (having emotional, romantic, or sexual attractions to
members of one’s own sex), and bisexual - having emotional,
romantic, or sexual attractions to both men and women. (23-year-
old student)
Another 23-year-old engineering student said:
Sexuality deals with the practice, pattern and desire of a person
that relates to having sex. It is surely an expression of sexual
willingness or interest towards another of the opposite sex or
sometimes of the same sex.

60
And another (26-year-old male student) said:
I understand sexuality to be that aspect of an individual that has
to do with his sexual habits and desires. Sometimes, it could
include physical and emotional expressions, behaviours,
attitudes, and social customs associated with interpersonal
relationships.
One informant attributed the source of sexuality to God.
Sexuality is a sensational feeling that occurs naturally because it
has been wired naturally by God (20-year-old female student)
Others held similar views of sexuality as relating to sexual behaviours
towards the opposite sex…
To me, this means the relationship between male and female, that
is when they engage in sexual affairs. (24-year-old male student)
Sexuality refers to how we express ourselves as sexual beings.
Also, it has to do with our values, attitudes, beliefs, ideals about
life, as well as love towards the opposite sex. Basically, it is
sexuality education that helps us to have sexual enlightenment.
(19-year-old female student)
Sexuality has to do with a person’s sexual orientation in terms of
sexual drives, and sexual attraction to either the opposite sex or
the same sex (300L male student aged 21)
(c) Ways students express their sexuality
Several of the participants described ways in which students express their sexuality.
What was generally noted is that there is an underlying sexual component to every
dating relationship. One informant, a 300L student (aged 26) put it this way:
Everything you see on TV gives a distorted picture of ways of
expressing sexuality. Sexuality does not just consist in having a
sexual partner and wasting one’s youth in irrational sexual
activities. Everything we do to better the life of a member of the

61
opposite sex is part of expressing our sexuality. Therefore,
students express their sexuality not by merely engaging in
immorality with the opposite sex but by adding value to their
lives.
Another, a 27-year-old male student said:
They express it through friendly attitudes with others, through
their various associations and union with the opposite sex.
Another informant, a 300L male student (aged 20) made a striking
revelation:
As the name implies, students express their sexuality by engaging
in sexual activities. These sexual activities could be kissing,
hugging, caressing, sucking, oral sex, anal sex, penetrative sex,
etc. I am not saying I’ve been doing it. I am just letting you know
how students express their sexuality.
A number of the respondents during a focus group session agreed that
hanging out with the opposite sex, romantic relationship, holding
hands, hugging, and sometimes giving a peck, all constitute ways of
expressing one’s sexuality. A 26-year-old male student (400L) however
said:
Everyone has his or her own way of expressing sexuality. Some
may decide to suppress it till the right time while some may run
out of self-control and decide to do it with anybody that is
available. The person that is available could be your
boyfriend/girlfriend, your roommate, a runs girl, etc. I don’t
know if you saw the Facebook video of a 12 year old girl having
sex with her younger brother of 3 years. She possibly would have
been exposed to porn at that little age and was trying to
experiment what she saw online or DVD. Since her younger
brother was the only one available when the urge came, she
decided to experiment with him. The same applies to students on
campus. Lack of self-control can make them express their
sexuality through prostitution, seducing lecturers, masturbation,
watching pornography, having casual sex, etc.

62
Another, a 300L female student (aged 21) said:
Flirting with the opposite sex, use of seductive words, making
unwanted overtures, hooking-up and pairing…are some of the
ways students express their sexuality.
Another 300L male student (aged 27) maintained:
The few ways I know that students express their sexuality is
through pairing, seductive dressing, use of sensual languages,
masturbation, pornography, sex chat, etc. If you open some
students’ message inbox, WhatsApp, and Facebook Messenger,
you will understand what I’m saying.
4.4.2 What are the experiences of student in dating relationships?
Participants’ responses revealed that students have varying dating
experiences. While some have had pleasant dating experiences, others have
not been lucky to find good dating partners. The dating experiences of student
ranges from healthy dating relationships to abusive and exploitative dating
relationship experiences.
(a) Healthy Relationship Experiences
Some participants reported to have had meaningful relationship experiences
that impacted positively on their lives, academics and spiritual existence. One
informant, a 400L female student (aged 21) said:
I have been dating this Christian brother since the second
semester of our year one. The relationship has been quite helpful.
He encourages me to read and to be actively involved in campus
fellowship activities. We attend Church together and do most of
our readings together. If it is God’s will, I would be happy to get
married to him after school.
Another, a 26-year-old female student said:

63
My current relationship has really been a blessing in the sense
that it has helped me refine my sense of identity and develop
interpersonal skills, and also provide emotional support. The
relationship has also contributed positively to my academics and
spiritual growth.
Participants generally believed that working together for mutually
satisfying solutions and helping the other person to maximize his/her
potentials were defining variables of a healthy relationship. A 27-year-
old male student pointed out:
We set goals for what we want to achieve in life. In terms of
physical intimacy, we are free to hold hands, hug, and sit with
our arm on each other’s shoulder but no sex. We respect each
other’s right to say no and ask before acting.
Another said:
Since we started dating, we have been supportive of each other,
wanting the best for each other, offering encouragement when
necessary, feeling secure towards each other and sharing private
aspects of each other’s thoughts and feelings. There is no jealousy
or possessiveness. We can let our barriers down and allow the
other person to see our perceived weaknesses, without fear of
negative reactions from them. In short, we are just open to each
other. (20-year-old female student)
One participant during a focus group session gave an insight on how
students can avoid going into an abusive or exploitative relationship…
Dating is a process through which a person can be able to find
out if a guy or lady’s desires, motives, purpose in life are in
agreement with the vision, which governs one’s destiny. You can
avoid being misled through dating by putting your motives right
before dating; first ask yourself what is the reason for my dating?
Am I dating because am looking for someone to flirt with, am I
dating for financial benefits or am I dating because of the sexual
lust and sexual fantasies which are overwhelming my mindset?
For me, my dating experience has been exactly what I want it to
be because I set my priorities right. I date someone I know shares
the same values with me. (21-year-old female student)
Another informant, a 26-year-old male student said:

64
Dating relationships generally provide numerous opportunities
to learn about positive relationship dynamics such as intimate
self-disclosure and caring as well as difficulties that romantic
partners frequently encounter - differences of perspective, break-
ups, conflict, and jealousy. This is exactly what I can call my own
experience.
Another, a 300L female student (aged 22) remarked:
My boyfriend is just so sweet and very nice to be with. We
understand each other very well and we don’t hide our intimacy
in the relationship. Most people refer to us as husband and wife.
Some of his family members even know me very well. If you have
a good dating partner, there’s no way you can have a bad dating
experience.
(b)Unhealthy Relationship Experiences
Participants also talked about some of their unpleasant dating experiences.
The major premise for describing a relationship experience as unpleasant was
the issue of sexual abuse and negative impact on academics. One participant,
a 400L female student (aged 23) narrated her experience in a dating
relationship:
I and my former boyfriend met here in School and we exchanged
numbers. I happen to know him from the neighbourhood I lived
before coming to the university. Few days later he called me to
tell me that he is interested in both of us going out together and I
asked him to give me a little more time to think about it. Before I
could realize it, the guy has started showering me with attention
and care, and I could no longer resist the offer to go out with him.
We eventually started dating and would spend several hours at
night just hanging out. It did not take long for me to start noticing
lapses in my academics. I could no longer submit my assignments
on time. Reading became a problem. In fact, I was completely
obsessed with the relationship. It’s as if I was hypnotized. When
the guy saw that I couldn’t stay a single day without seeing him,
he took advantage of me and wanted to sleep with me every
single day. Of course my academics suffered and I had issues
with so many courses. It was only through the help of one

65
Christian sister in my department that I could break the
relationship.
Another informant, a 300L male (aged 20) simply described his own
relationship experience as awful and very dangerous. Some participants in the
WhatsApp group advised fellow undergraduates to steer clear from dating
relationships on campus. One of them, a 400L female student (aged 21)
insisted:
I don’t advice any student to be involved in a dating relationship.
My experience has always been that of sexual exploitation and
heartbreak from all the guys I’ve dated.
Another said:
I dated a guy in my 100 level but when I observed the problems
associated with dating on campus, I had to advice myself to stop
seeing him. Some students have had unwanted pregnancies in
the name of dating. Some have even contracted STDs and some
deadly infections. Most guys engage in dating mainly for sex and
where you cannot give it to them, the relationship will go
nowhere. Better to stay on my own than to go and buy trouble.
(20-year-old female student)
A 300L male informant (aged 23) imparted:
My dating experience is complicated. I was in a relationship that I
didn’t want to involve sex, but the attitude of the girl made me to
compromise. She was so clingy and very demanding too. Every
time, she needed money for food, money to make her hair, money
to buy this and that. How can I be spending my money on her
without getting anything in return?
It was my wanting something in return that led to our break-up.
Now she is pressuring me to come back whereas I am already
dating somebody else. I won’t say if we are having sex or not, but
I prefer the current girl I’m dating.
Another 300L female student (aged 20) revealed:
Well, sometimes you are lucky to have a good dating experience.
Sometimes, not very good. I was dating this guy in my

66
department who happens to be very intelligent and very popular.
Unfortunately, one funny lecturer became jealous of our
relationship and was like, I don’t want to see you and that guy
again. Because I loved the guy, I didn’t want to listen to the
lecturer. But to my greatest surprise, both of us had “D” in the
man’s course. He couldn’t fail me and the guy probably because
he knows the department will query the result. The guy broke up
with me because he said he doesn’t want anything to sabotage his
ambition. I will never forgive that man.
4.4.3 What are the dating patterns prevalent among university of Uyo
undergraduates?
This section reports on the patterns of dating participants said were prevalent
among University of Uyo students.
(a) On-campus dating relationship
Participants reported that this pattern of dating comprises of heterosexual
dating relationship between a boy and a girl on campus as well as same sex
(homosexual and lesbian) dating relationship which exists mostly among
students in the hostel. Heterosexual dating relationship could take the form of
an inter-departmental or inter-faculty dating relationship; intra-departmental
and intra-faculty dating relationships as well as inter-university dating
relationship in the case of a University of Uyo student dating someone from
another university or institution. One WG participant, a 200L female student
(aged 19) said:
The common dating pattern that I know is the girlfriend and
boyfriend relationship on campus.
Another, a 23-year-old male student added:

67
I don’t really understand what you mean by dating patterns, but I
know that there is friends with benefit where a guy and a lady
may be dating to derive benefits from each other. In this case, the
relationship is usually between a male and a female student who
may be in the same department or faculty.
Another WG participant, a 400L male student (aged 24) expounded:
The pattern of dating depends on a person’s sexual orientation.
Lesbians (women attracted to women) are involved in same-sex
dating; the same goes for gay men (men attracted to men), and
then bisexual people (men or women attracted to both sexes). But
these two patterns of dating are not common in this part of the
world. The common dating pattern we all know is heterosexual
relationship between a male student and a female.
It was generally agreed during a focus group session that whether the
dating is between a student and a fellow student or between a student
and a lecturer, the fact is that dating is usually between a man and a
woman. But when the same issue was taken to the WhatsApp group for
deliberation, it generated mixed responses. One participant, a 300L
female student (aged 21) said:
The common dating pattern that I have seen is course mates
dating themselves in the same class and roommates secretly
having gay affairs with each other in the hostel.
Another, a 24-year-old female student argued:
The dating pattern that is rampant on campus is boyfriend and
girlfriend relationship. People say there is same sex relationship
in the hostel, but I have only heard rumours of such practices. I
have never come across any roommate of mine who is a lesbian
throughout my stay from year one to final year.
Another, a 300L female student (aged 26) stated:

68
There is boyfriend relationship, homosexuality and lesbianism,
but the main one is boyfriend and girlfriend relationship.
Homosexuality and lesbianism is only popular in the western
world. In this part of the world, you cannot really say students
are involved in same sex dating. Instead, you can say they
practice acts that are typical of homosexuals, lesbians and
bisexuals…but not necessarily dating. I say this because two
female roommates might be involved in lesbianism but it doesn’t
really mean they are dating.
When the researcher asked some members of the WhatsApp group if
they had ever come across a student having sexual affairs with another
student of the same sex in the hostel, participants gave differing
responses. One informant, a 22-year-old female student said:
I have only heard of it and persons pointed to me…but I haven’t
seen any…I don’t stay in the hostel. The guys own nah hin dey
pain me pass. It’s creeping into secondary school and primary
school fastly. As a teacher I have seen it in primary school.
Another, a 400L male student (aged 23) said:
There are a lot of them on campus. I have some as friends sef.
LOL
Another 400L female student (aged 21) noted:
It’s not new anymore, it’s trending…Those involved they are
coming out of the dark.
And yet another, a 300L male student (aged 20) said:
We have heard the tales and it’s sucking. But we believe they are
getting out of it. I actually have a friend who is struggling to
come out of it.
Another informant, a 22-year-old female student revealed:

69
There are some people who say it’s due to their hormone. That
they have this hormonal imbalance blah, blah, blah. A guy having
more female hormone. And most times they may not want to do
it…But it’s in them.
A 26-year-old female participant was particularly distraught with the
phenomenon:
My dear…it’s annoying. The other day on broad day light the gay
guy was so happy that he is gay and always the wife. That he is
not happy with his lips because of his gay husband. He wants to
work on his lips. World spoil oh. And they have money oooh.
Who they sponsor them sef. Gay guys are so rich.
One participant admitted that there was gay practices in the hostel, but
pointed out that he was in support of gay rights. He noted:
It’s a decision made by adults that we have to respect. It’s just like
allowing different people to stick to their different religion.
Everyone has a right to happiness and if being gay is what makes
them happy, as far as they don’t get in the way of your peace and
well-being, we should let them be. Besides, if we’re ever going to
help them come out of it, supporting them initially and winning
their trust is the way. You can never help them by first kicking
against them or seeing them as irritating. Even when you want to
stop people from drug and substance abuse, you allow them have
those substances and try to make them withdraw gradually. (26-
year-old male student)
Other members of the WhatsApp group were strongly against the
advocacy for gay rights…
In as much as everyone is free to do whatsoever is right so far as
it does not disturb another…Gay and lesbianism is both
spiritually and morally wrong. (22-year-old female student)
One participant, a 400L female student (aged 21) said:
It’s so wrong…wrong, wrong, everything wrong. Because it’s
abnormal. Like have you ever seen the act done in guys?

70
Another, a 300L male student (aged 20) imparted:
Everyone has been talking about the harmful effects but they
don’t want to listen. It’s definitely wrong…Let’s stop acting as if
it’s normal.
And yet another, a 200L male participant (aged 19) said:
This is one issue that most religions in Africa do not support.
Even Muslims and Christians do not agree on this. Natural laws
clearly speak against it. That path is one geared towards the
extinction of the human race and disruption of the ecosystem.
When God created, He created Adam and Eve not Adam and
Steve.
Everything that has sense speaks against it. (21-year-old male
student)
(b)Off-campus dating relationship
It emerged that some students are involved in off-campus dating relationship
especially those who are not resident in the university hostel. Some
interviewees hinted that the off-campus pattern of dating is the ideal type of
dating relationship. One informant, a 22-year-old female student said:
Na off-campus dating sure pass. I’ve been into it for years now.
No wahala.
Another, a 21-year-old female student (300L) disclosed:
A student dating another student in the same class is very weird
for me. I can’t even imagine myself dating someone in the same
school with me. Dating on campus does not last because after a
while, there will be nothing to discover again about the person.
Relationship ends when there is nothing to discover. When you
stop growing together. At least date someone outside so that even
after school, you can still grow together.
Another informant, a 400L female student (aged 22) said:

71
My dear I have course mates dating themselves in the same class.
The thing dey weaken me at times... You will even see a guy that
will date a different girl every session from the same class. That
kind of dating is nonsense. Seriously, off-campus dating sure
pass.
Another 22-year-old female student in 300L said:
For me, I prefer the off-campus dating because it doesn’t give
room for jealousy and high BP that is usually experienced when
two course mates are dating themselves in the same class or
department.
And yet another, a 20-year-old female student during a focus group
session said:
It is better to date someone outside because every dating
relationship involves time and attention. If you’re dating
someone in the same class as you, you might be distracted and
may not be able to freely associate with other members of the
opposite sex in that class.
Another maintained:
I do not subscribe to dating on campus because relationship and
academics are not companionable. What I mean is each demands
attention and divided attention is not appropriate for a student
who desires to do well. If you must date, let it be someone
outside. (24-year-old female student)
(c) Dating between students and staff of the university
Participants also talked about the dating pattern involving students and staff
of the university in which undergraduate students have dating relationship
with lecturers or non-academic staff of the university. One informant, a 400L
male student (aged 26) said:

72
Student and lecturer relationship is not new. Sometimes students
go into dating with staff of the university to get favour in return.
For example, when the student is broke, he/she can always go to
the staff to seek assistance. Another example is good grades. The
student is sure to get good grades in any course the lecturer is
taking. Even if the person is not an academic staff, for the fact that
the person is in the university, the student knows that he/she has
someone to speak on his/her behalf should anything go wrong.
That’s like having a backup.
Another said:
I personally know someone who is dating a female staff. I don’t
have an idea if they are planning to get married but all I know is
that the guy is benefitting a lot from the lady. Some female
students too are dating lecturers, but they do it codedly. (27-year-
old male student)
Participants during a focus group session agreed that students and
lecturers do date, but that it is mostly found among the ladies. One
participant however noted that is because the male lecturers keep
asking them out, and most ladies do not have the will-power to say no
for fear of harassment.
Another informant, a 300L female student (aged 21) reacted by saying:
Sometimes, it is the ladies that carry themselves to the lecturers.
When they know they have not done well in a particular course,
they carry themselves to the lecturer’s office and begin to show
the green light that they are available. Some even go along with
gifts to the lecturers. If the lecturer has been eyeing them before
now, that becomes a good opportunity to initiate a relationship
that will most likely lead to sex in exchange for grades.

73
The researcher asked two female interviewees if they would date a staff
of the university, assuming they are given the opportunity. The first
interviewee, a 400L student (aged 24) remarked,
“God forbid. I cannot date a staff of the university. What will my
course mates say of me if they discover I’m dating a lecturer or a
non-academic staff”. The other, a 300L student (aged 21) said,
“It depends. If the staff is already married, it would be very
wrong for me to date him. But if he is single and not already
engaged, why not?”
(d) Multiple Concurrent Dating Relationships
Participants’ responses revealed that students engage in some forms of
multiple concurrent dating relationships. This includes having a dating
partner on campus and also dating two or more partners outside the
university. One respondent, a 400L female student (aged 21) put it this way:
There are many patterns of dating among students. Examples are
homosexuality, lesbianism, double dating, multiple dating
partners, sugar mummy and sugar daddy, online dating via the
use of social media and other dating platforms.
Another informant, a 19-year-old male student said:
You find that even students who are dating fellow
undergraduates are also going out with some lecturers. Others
will go out with married men or women, and others they will go
out with maybe their single partners outside the university
community while dating someone in school.
In one focus group session, two participants shared instances where a
student has a dating partner in his department, he has a girlfriend at
home and is also indulged with an extra girlfriend within or outside his

74
faculty while having another extra relationship with someone in
another university all at the same time. One of the male participants, a
300L student (aged 20) bared his mind thus:
So I am seeing that having more than one dating partner is very
common among us the students. It is not just in our school but
everywhere. We are having dating partners exceeding even two
or three or even more than that, so as to be showing us love while
we are still in school.
Another 300L respondent (aged 20) said:
For guys, they are very few who do not have girlfriends…
(Participants agree)
Because of the extent of multiple concurrent dating relationship, some
participants explained that it can be difficult to trust a dating partner. For the
same reason, a number of respondents said that people are increasingly
skeptical about getting totally committed to a dating relationship - not being
sure if a boyfriend or girlfriend may be having affairs elsewhere. One female
respondent said:
Even though you have being together for some months, how can
you trust your boyfriend since you do not live with them in the
same house or hostel? (20-year-old student)
In the same vein, a 300L male student (aged 20) revealed:
To be sincere, I don’t trust any Uniuyo girl because it is easier to
find a lesbian, than to find a girl maintaining one lover in Uniuyo.

75
4.4.4 What are the socio-cultural factors influencing dating relationship
among students?
Participants mentioned many factors that influence dating among students,
which were categorized as fashion to comply with groups (peer pressure and
societal influence), lust and the freedom to explore, economic status of the
student, ethnicity and religious affiliation, protection and ego as well as
marriage.
(a) Peer Pressure and societal influence
Peer pressure emerged as a major factor influencing dating among students.
According to participants, a student who does not have a dating partner on
campus is likely to be teased and laughed at by friends, especially where such
a student resides in the hostel. Societal influence was also said to contribute to
young people’s urge to engage in dating practices. A 300L male respondent
(aged 21) said:
To me, first is sense of belonging. Imagine a situation where all
your friends are hooked, you’ll become the odd one out. At the
end, you’ll get internally pressurized to get into what you’re not
prepared for…Peer pressure.
Another, a 300L female respondent (aged 20) narrated:
I didn’t want to be involved in any dating relationship until my
graduation, but each time my roommates will return with
expensive gift items and money that they received from their
boyfriends. They persuaded me to stop carrying Church in my
head until I succumbed to their pressure in my year 2.

76
A 300L male student (aged 21) also recounted how he got pressured
into dating:
It was my friends at home that made me to ask a girl out. They
will disturb me to know if I have a girlfriend and I will tell them
no. They said maybe it’s because I don’t know how to ask a girl
out. I decided to prove them wrong by wooing a girl in school.
The girl is now making so much demands that I don’t think I can
continue the relationship.
It was generally agreed on the WhatsApp group that peer pressure and
the need to belong make students to go into dating. One participant
however added that poor parental upbringing also contributes to it. In
explaining how poor parental upbringing contributes to dating and the
hook-up culture on campus, the respondent stated that students who
have been well socialized from home defer dating till when they are
mature enough to manage their emotions.
It was also said that:
Societal influence is a major factor. This is because everybody
seems to be doing it and you don’t want to be the odd one out. If
you log on to social media, you see people freely talking about
going out with this guy or that lady, you go to church people are
talking about it. Some people even come to Church to find a
dating partner. You tune in to radio, you hear about it. You even
watch it on television. You will surely be influenced. (19-year-old
female student)
Another, a 300L female student (aged 21) maintained:
When you walk around school in the evening and you see people
having fun, you tend to ask yourself, “why can’t I also hang out
with someone?” So if someone you admire eventually shows
interest in you, it becomes a matter of saying yes.

Notions of sexuality and dating experiences among University of Uyo undergraduates

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