In developing country universities women staff are under-represented in senior teaching and management positions. Enrolment of female undergraduates is increasing but far too few are studying science and technology subjects. Research and action are needed to identify the factors that slow or promote gender equity and identify examples of replicable good practice.

A research report from the University of London adds to the limited literature on gender discrimination in higher education by assessing progress towards gender equity in universities in South Africa, Sri Lanka, Nigeria, Tanzania and Uganda. It shows that while universities can reproduce gender inequalities, they also have potential to challenge them.

Researchers discovered a number of discriminatory practices such as excluding women from career development opportunities; prejudice against women – particularly mothers; gender-insensitive pedagogical processes; sexual harassment and gender violence; prejudice about women’s academic abilities and widespread male-domination of knowledge, decision-making and research opportunities. Barriers to women’s entry into ‘non-traditional’ subject areas such as agriculture, veterinary science, engineering and computing include poor careers advice, lack of role models, negative attitudes from families, fear of maths and fear of being in a minority.

Some universities are consciously tackling gender discrimination and have affirmative action initiatives to promote gender mainstreaming. However, in Nigeria and Tanzania there is reluctance to remedy the under-representation of women in higher education through quota programmes. Male staff and students argue that the university environment should remain ‘neutral’ and based on ability. Management is still viewed by many as incompatible with women’s lifestyles.

All five case studies reveal a highly gendered environment, which blocks women’s progress as staff and has a detrimental effect on the learning environment for students. Key findings from examining university policies, data separated by gender and interviews with staff and students indicate that:

• At the University of Ibadan, Nigeria sexual harassment of female students is widespread and is rarely punished.
• The University of Cape Town, South Africa appears gender-neutral, but mechanisms to encourage gender equality are weak.
• At the University of Colombo, Sri Lanka admissions policies ensure places for students from across the nation, but there is no interest in promoting gender equity.
• At the University of Dar es Salaam, Tanzania only eight percent of full professors are women.
• At Uganda’s Makerere University efforts to increase female enrolment have not targeted poor and rural women.

Universities should identify themselves as alternative spaces in which to challenge violence in the wider society. Affirmative action programmes need to be expanded to provide opportunities for women from disadvantaged backgrounds and with disabilities. Higher education institutions should be encouraged to:

• assist female students to develop communication and assertiveness skills
• ensure that recruitment, promotion and staff development initiatives are more transparent
• do more to encourage women’s access to non-traditional female subject areas
• establish procedures to identify and deal with gender violence and sexual harassment
• make campuses safer for women
• collect data based on gender for admissions, enrolment, drop outs and achievement at university and faculty levels.

Source(s):
‘Gender Equity in Commonwealth Higher Education; Research Findings’, Gender Equity in Commonwealth Higher Education, Working paper 6, by Louise Morley 2005 Full document.
Gender Equity in Commonwealth Higher Education – further working papers Full document.

Funded by: UK Department of International Development and Carnegie Corporation of New York

id21 Research Highlight: 26 June 2006

Further Information:
Louise Morley
University of Sussex
School of Education
Falmer
East Sussex BN1 9QQ, UK

Tel: +44 (0) 20 01273 876700
Fax: +44 (0) 20 01273 877534
Contact the contributor: L.Morley@sussex.ac.uk

School of Education, University of Sussex, UK