A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirement for the DEGREE OF MASTER OF EDUCATION in the DEPARTMENT OF PHILOSOPHY OF EDUCATION at the UNIVERSITY OF ZULULAND, 1992. / Culture is man-made. Education is associated with man to imbue him into cultural norms; values and behaviour patterns. Educa¬tion in helping the young to becoming an adult is strongly in¬fluenced by the existing culture of a given people. Though formal western education is supposed to ignore sexual demands on helping the young to become adults, it has a very strong sexual inclination. In this study,, "An investigation into the place of women in black education", it became very clear that even formal education up to University level does discriminate against the female persons. This was discussed in Chapter 1. For instance the survey of women's place in Western countries in¬dicated this preferential inclination towards men. Examples are abundant in Greek education in Spartan education and also in Athenian education. People like Plato tried to put an end to this discriminatory practice but Rousseau perpetuated the practice. Women's place from the missionaries' point of view and in tradi¬tional education in South Africa has been highlighted in this research. Because of the multidisciplinary nature of a study like this, it was discovered that other perspectives on women; the historico-legal, religious, political, psychological, can provide insight as far as the position of women in general is concerned. In order to highlight the problem, education and gender had to be discussed, in Chapter 3, with a purpose of indicating the in¬fluence of education in positioning women. For instance, a survey of sexism in the curriculum and sexism in the hidden curriculum put women in formal education as second to men. Gender is equally dominant in the South Africa education systems. 2. METHOD OF INVESTIGATION In this study two methods were used; namely literature study and an empirical method. Literature was reviewed on the researched problem. A questionnaire designed to reveal some areas of concern on the question of the place of women in Black education in par¬ticular was designed and administered to post graduate part-time students. In Chapter 5 the results of the investigation are presented, dis¬cussed and interpreted. 3. PRINCIPAL FINDINGS 3.1 Although the education of women has advanced in South Africa, there are still discriminatory and differentiated practices which are restricting the educational achievements as well as promotion chances of women. 3.2 There were indications in the research that some respondents could not visualize women filling certain promotion posts in the educa¬tion departments. The lack of self-confidence and perseverance could have a negative effect on promotion potential. 3.3 The lack of time due to role overload was rated as the primary barrier. 3.4 The respondents expressed the opinion that societal pressures could create obstacles to the promotion of women educators. In conclusion this research makes it evident that education as a vehicle through which culture is transmitted to the not-yet- mature plays a very important role in discriminating against the females. / University of Zululand

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The purpose of this study was to investigate the factors in the life histories of women in academia in science and engineering that they perceive to have influenced their success and how these factors have influenced their success. Three broad areas were addressed: challenges, accomplishments, and attributions to success. This study employed a multiple-case design, and purposive sampling was used to select the participants in this study. Each of the seven participants held a Ph.D. and was employed at a doctoral-degree granting institution in a science or engineering field. Four major themes emerged from the data with respect to challenges that influenced the success of the participants: (a) no perceived academic limitations during their years of elementary and secondary schooling, (b) no other challenges during the elementary and secondary school years that hindered achievement in their educational background or their path to academia, (c) no gender-related expectations in the family background, and (d) no gender-related academic expectations or discrimination in graduate school that hindered success in graduate programs or the path to academia. Six of the participants attained at least one achievement-based accomplishment in high school, and four participants attained achievement-based accomplishments as undergraduates. Five major themes emerged in the data with respect to factors to which the participants attributed their success: (a) parents or other family members held high academic expectations, (b) father served as mentor and role model, (c) had at least one mentor in the Ph.D. program, (d) at least one colleague or administrator served as a mentor during their academic careers, and (e) participated in collaborative research and publishing with colleagues in academia. These all contributed to success in various ways. Recommendations for future research include: (a) replication of the current study, (b) multiple case-study research comparing the factors which influence the success of women in science and engineering who have entered and persisted in academia with those who have not been successful, and (c) research comparing the factors influencing success of women in academia in science and engineering disciplines with those in other disciplines.

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