Transactional sex among female undergraduates in Nigeria is a social reality. The practice has been reported on regularly in the mainstream media and explored in various research papers.
This cross generational relationship is widespread in sub-Saharan Africa, and across the world where sponsors are commonly known as sugar daddies.
In our study on transactional sex in Nigerian universities, my colleague and I looked at the symbiotic relationship between some female Nigerian undergraduate students and aristos wealthy, married or unmarried men. The students have transactional sex with the aristos in exchange for financial, social or educational support.
Because a great deal of these relationships happen undercover, there are no solid figures on the number of women involved in them. But there are many reasons that these relationships happen. Its a practice thats driven by economic hardship, a desire to network socially, and peer influence.
To understand more about these relationships we conducted 30 interviews with female undergraduates commonly known as runs-girls.
We found that the students engage in transactional sex for pleasure and money. Typically, wealthy students would be with an aristo for pleasure, while those who needed financial support did it for the money. Most of the women we spoke to viewed it as a critical survival life investment strategy and rejected the prostitution label.
Although these relationships could offer the students economic, emotional, and political support, their effects can also be negative. The students expose themselves to sexually transmitted infections, physical violence and academic setbacks, because the relationships can distract from their studies.
Those with sexually transmitted infections risk of spreading these to their boyfriends, while also suffering economic losses seeking treatment.
Aristos are usually wealthy postgraduate students, lecturers, politicians, business people and military personnel. They are people with wealth and authority.
The students looked for these clients on and off campus, using connections and referrals. They then familiarised themselves with the potential clients routine, aiming to eventually manufacture an encounter.
Theres usually a generational gap between the runs-girls and the aristos. The students often refer to their clients as uncle, daddy and, more recently, aristo. All of these bring connotations of the persons expected role: to take care of the student.
If the students dont have much financial support from their families, these relationships provide them with that security. Some started as a one-off date, for which they got a sum of money. But longer-term relationships also developed in some instances.
In return for sex, the women were given luxury possessions, like cars and mobile phones; investments for businesses they might start; or work placements when they finish their studies.
As one female student said:
In Nigeria, about 23% of young people are unemployed. These connections, with people of influence, may be a ticket to employment. As one runs-girl revealed:
Transactional sex isnt limited to financially strapped students. We spoke to rich female students who engaged in it for sexual fulfilment. One 24 year old student said:
In this research we identified a few challenges.
Some runs-girls accepted offers of unprotected sex for better pay. This put them at risk of catching sexually transmitted infections and, consequently, the cost of treatment. As one student said:
Other risks are that the women could be physically harmed. This is particularly true if the clients choose not to pay an agreed amount.
Their education could also suffer as they may choose to engage in runs rather than go to class.
Getting the government or even universities to take action will prove difficult because our evidence suggests that policy makers, politicians and the business class are involved, as aristos.
Nevertheless, given the risks associated, something ought to be done.
One possible solution might be to establish part-time jobs for vulnerable students, and to institute courses about running businesses so that young women can earn money independently.
In addition, institutions should put together and roll out communications campaigns that teach young people about the implications of transactional sex.