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Gender equity tensions in higher education: a critique of post-apartheid gender equity policyAkala, Beatrice M'Mboga January 2016 (has links)
A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Wits School of Education, University of the Witwatersrand, Johannesburg, 2016. / Gender inequality has been an area of concern internationally, regionally and nationally. Black South African women in general suffered triple oppression during the apartheid regime, based on race, gender and class oppression. Higher education mirrored the varied forms of marginalisation that existed in society and therefore the majority did not have the access to quality higher education afforded their white minority counterparts. The few black women who did have access were concentrated in historically disadvantaged institutions or studied through correspondence (Chisholm & September, 2005). The courses for which they were enrolled were aimed at perpetuating male dominance in the public sphere and domesticating them through women’s traditional roles of nurturing and caring. With the advent of democracy in 1994 the gates of higher education were opened to students who had previously been excluded. Effectively, black people in general and women in particular benefitted from race and gender categories of equity, according to the Department of Education, White Paper (1997). The equity clause that has been integrated in higher education policies encapsulates a clause that targets the redress of gender-related inequities and inequalities, aimed at ameliorating women’s access to higher education. Although race, gender and disability were identified, the National Plan (2001) notes that race equity had been given primacy in policies over gender equity. I argue that aggregated data emanating from recent studies in higher education indicate that 57% of the current female population are accessing public higher education. Although the figures from documentary evidence affirm a high presence, on examination of other factors this study found a more nuanced picture. Specifically, a change in equity deduced from the same data indicates that fewer women were enrolled in courses such as Science, Engineering and Technology (SET) or in postgraduate studies. Other areas of concern include high dropout rates, attrition and throughput (CHE, 2010; Draft Green Paper, 2012). This argument is made using theoretical and thematic exploration of post-apartheid South African gender equity reform agenda in higher education. In addition, higher education policy documents (National Council for Higher Education, 1996; White Paper, 1997; Higher Education Act, 1997; National Plan for Higher Education, 2001) and gender laws and frameworks have informed the study. It has aligned itself to one of the goals of White Paper (1997) that noted that in order for equity
to be meaningful to the formerly disadvantaged; access and success have to run concurrently. Ultimately, the study has contended that by homogenising women the particular contexts of social justice have not been recognised (Young, 1990). The implication of the misrecognition of the particular and specific experiences of black women in higher education could be contributing to the enigmatic low throughput, high dropout rates and high levels of attrition currently being experienced in higher education. This thesis poses a challenge to policymakers and institutions of higher learning to shift their attention from viewing the attainment of gender equity and equality through notions of expanded access (global participation). To narrow the current gap it proposes a hybridisation of equity and equality policies (macro) with initiatives that target the particular and specific conditions (micro) of black women who access higher education.
Key words: gender, equity, higher education, post-apartheid, policy, women.
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Exploring experiences of female academics at a higher education institution Limpopo Province, South AfricaMuleya, Abgirl 18 September 2017 (has links)
MGS / Institute for Gender and Youth Studies / Institutions of higher learning are still masculine-orientated; this creates a barrier for women in
terms of career advancement. To this effect women are under-represented in top academic
positions. The study employed qualitative research methods to explore factors that contribute to
the under-representation of women in senior positions at the University of Venda. A combination
of purposive and convenience sampling was used to select twenty five female academics (25).
Data was collected through primary and secondary data, semi-structured interviews were used
to elicit and illuminate women’s voices on issues that affect them and a thematic analysis was
used to analyse the collected data. The research findings demonstrate that the University’s
environment continues to be masculine-oriented within most of employment categories as well
as in academia where women struggle to thrive. Women face multiple challenges in ascending
the academic ladder which results in the under-representation of women in management and
academic levels. These challenges included: the stringent criteria for promotion which do not
seem to accommodate women, especially mothers, lack of female role-models, mentors and
networks. The second major barrier is the teaching work-load which poses difficulties for
women, preparations for teaching took long hours leaving them with no time for family,
research, publication, as well as to further their studies, which are necessary requirements for
promotion. The third major barrier women are faced with is the challenge of balancing multiple
roles - as students, workers and mothers. Balancing these multiple roles makes it difficult for
women to meet the highly stringent promotion criteria in the University
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Exploring the underrepresentation of women in senior leadership positions at public universities of South EthiopiaTafano Ouke Labiso 07 June 2021 (has links)
The purpose of this study was to explore the causes of underrepresentation of women in
senior leadership positions of public universities in south Ethiopia. There were few or no
women in senior leadership positions in these public universities. Therefore, these
universities could not enjoy the benefits of leadership qualities of women. To achieve the
aforementioned purpose, the vice-presidents, deans and/or directors of public universities
in south Ethiopia were involved as the target population. Four public universities:
Wachamo, Wolaita Sodo, Dilla and Hawassa were involved as research sites. Four vicepresidents
(one from each university), twelve deans and academic directors (three from
each university) who constituted a focus group of four participants from each of the four
universities, participated in the study. An exploratory multiple case study design was used
in this qualitative study.
The purposive sampling technique was used for the selection of the samples.
Unstructured interviews were conducted with the vice-presidents of the selected
universities and focus group discussions were held with college deans and directors.
Participant observation was conducted on issues related to women empowerment at
universities under study. The findings showed that women were greatly underrepresented
in senior academic leadership positions at all the selected public universities of south
Ethiopia because of various institutional, women-related, economic, socio-cultural, and
political- legal factors.
The study identified some gaps in the government’s oversight role of monitoring and
evaluating the implementation of women empowerment policies at universities prescribed
by the Federal Government including the higher education legislation. Moreover, higher
education institutions (HEIs) themselves have also failed to empower women through
different mechanisms. Therefore, it could be concluded that HEIs pay little attention to
empowerment of women. Currently, there are some initiatives meant to empower women.
However, these, seem to a reaction to pressure by the higher political authorities. It could
be concluded that women are still illiterate about their rights and are not keen to be
empowered. Negative societal attitudes and lack of attractive incentives for the leadership
positions contribute to the underrepresentation of women in senior positions.
Furthermore, a shortage of teaching staff in academe plays a negative role in this
underrepresentation.
Finally, it is recommended that the government, society, institutions, and women
themselves should step up efforts to empower women, particularly their appointment to
senior leadership positions. This is critical as they constitute half of the population of both
the institutions and the country. Finally, the study proposes a model that could be adopted
by the government, HEIs and different institutions to improve the empowerment of
women, especially their appointment to senior leadership positions in HEIs. / Educational Management and Leadership / Ph. D. (Education Management)
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