This study utilises a multi-conceptual framework to critically and comparatively examine central issues and concerns relating to women in management generally and more specifically in the public and private sectors. The case studies of the banking and education sectors in the Durban area form the focus of this effort. Specifically, the main aspects of the primary research undertaken pertain to: perceptions of employees (both at management and non-managerial staff levels) in the banking and education sectors towards women in management; an appraisal from a management perspective, of existing policies and programmes aimed at eliminating gender discriminatory practices within the private and the public sectors; an examination of the impact that gender equity practices has on human resource planning, especially at the management level, in the private and public sectors; and an assessment of training and support programmes in place to assist women managers. Questionnaire surveys were undertaken with 50 female managers from each sector, 25 male managers from each sector and 25 non-managerial staff from each sector. Therefore, in total 200 interviews were conducted. Additionally, participatory focus group discussions were conducted with groups of both female and male managers and non-managers. The study reveals that women form an integral part of human resources in the banking and education sectors. For several decades women have entered jobs in these sectors and many women have moved up to managerial levels. However, most of these positions remain at lower and middle-management levels. Additionally, there are several problems that women in management experience. The main conclusion is that there are no notable and significant differences between women in management in the public and private sectors. This reinforces ILO's (1998) position that the challenges faced by women in management are ongoing and widespread. Problems facing women in management are complex and multidimensional. There are numerous factors that contribute to existing trends and explain the poor participation and performance of women in leadership positions. No single strategy or initiative can address the challenges faced by women in management and increase women's presence in leadership positions in both the public and private sectors. It is therefore imperative that issues pertaining to women in management be addressed from a range of perspectives: policy aspects, raising awareness of key considerations, improving skills and competencies of women (especially creating conditions and opportunities for development and capacity building), changing institutional and corporate structures and procedures as well as changing attitudes of men and women towards women in management and leadership positions. In essence, it is necessary to create a more enabling, women-friendly environment. / Thesis (PhD)-University of KwaZulu-Natal, 2005.

This report has established that women in leadership positions in local government experience similar barriers as other women leaders in the corporate sector despite the legislative, academic and political support provided by key stakeholders. As stated in Chapter 5, women in leadership positions managed and lead faced with prejudism emanating from social customs, informal institutional values, norms and cultures like in the private sector. This means that the findings on the study –Assessment of support by key stakeholders was note effective as it was envisaged. The study drew four key challenges that affected women in local government including limited support provided by the key stakeholders. Some recommended on possible interventions along these obstacles were outlined in chapter 5. These include: I) Legislation and training which were perceived to be non effective since “Attitudinal changes cannot be dictated, mandated and legislated” van der Colff (2004). II) Lack of Networks and Mentorships. III) Negative Attitude based on patriarchy and, IV) The need for Political Parties’ to reengineer that strategy in addressing women challenges.

This report has established that women in leadership positions in local government experience similar barriers as other women leaders in the corporate sector despite the legislative, academic and political support provided by key stakeholders. As stated in Chapter 5, women in leadership positions managed and lead faced with prejudism emanating from social customs, informal institutional values, norms and cultures like in the private sector. This means that the findings on the study –Assessment of support by key stakeholders was note effective as it was envisaged. The study drew four key challenges that affected women in local government including limited support provided by the key stakeholders. Some recommended on possible interventions along these obstacles were outlined in chapter 5. These include: I) Legislation and training which were perceived to be non effective since “Attitudinal changes cannot be dictated, mandated and legislated” van der Colff (2004). II) Lack of Networks and Mentorships. III) Negative Attitude based on patriarchy and, IV) The need for Political Parties’ to reengineer that strategy in addressing women challenges.

This research is a case study focusing on a group of Chinese teachers working in a senior high school in northern China. It seeks to explore their experiences and perceptions of gender roles, both in the workplace and at home. It aims to discover the impact of cultural values and beliefs on them as well as on their teaching practice, and to explore how they deal with the potential contradictions. There are three questions being addressed in this research: (1) In what way do male and female teachers experience and perceive gender (in)equality at the workplace? (2) In what way do male and female teachers experience and perceive gender (in)equality at home? (3) How do their experiences and perceptions of gender roles influence their teaching practice? The results show that both modernization and communism have positive influences on gender equality. However, tradition and stereotype impose men and women with specific roles and qualities. They influence participants’ domestic life to different extents: decision-making, housework division, attitudes toward marriage, premarital sex and gender preference of their children. Whether caring or paternalistic, parents play a very important role in the family. It also can be seen that women are trying to take an active role in household finance management. At the workplace, the ongoing work-family conflict and stereotype about gender roles hinder women’s career development. The participation and the percentage of female representation in management positions are rather low, even though they are encouraged to take an active role. When seeking employment, women face more frustration than men. In the classroom setting, gender difference can be seen when teachers give criticism and assign legwork. Students are expected to develop different qualities: male students with “male characteristics” and female students with “female characteristics”, as a result of social pressure.

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