During the 1990s and the preceding years, various campaigns were launched across several Southern African countries to encourage girls to enroll in school and remain in the education system through to the tertiary level. These efforts followed studies that revealed significant gender inequealities in education, particularly in countries where girls failed to complete school due to factors such as gender discrimination within households—where boys’ education was prioritized—lack of financial resources, early pregnancies, and high dropout rates for various other reasons. In response, several governments and non-governmental organizations (NGOs) implemented programs aimed at increasing girls’ participation and retention in school through to the tertiary level. These initiatives have, in some countries, yielded positive outcomes, evidenced by increased enrollment of female learners at the primary, secondary, and tertiary levels.
This article focuses on the status of female students in tertiary institutions within selected Southern African universities. It argues that there has been a notable increase in the number of female students in higher education, with some institutions achieving and even surpassing gender parity. In certain universities, this has resulted in a reversal of traditional gender imbalances, where male students now constitute the minority. However, despite these advances, many universities continue to experience gender disparities in STEM (Science, Technology, Engineering, and Mathematics) disciplines, where female students remain underrepresented. Similarly, female lecturers continue to form a minority within academic staff. Although the general trend across Southern Africa shows an increase in female student enrollment, this has not translated into a proportional increase in the number of female academics. Moreover, there appear to be no deliberate programs aimed at addressing the underrepresentation of male students in institutions where they are now the minority—both in terms of enrollment and graduation rates. Likewise, there is a lack of targeted initiatives to increase the number and visibility of women in academic and management positions within universities, despite their possessing qualifications comparable to those of their male counterparts.
The article contends that the rise in female student enrollment in Southern African universities has introduced new forms of gender inequality, particularly with male students now forming a minority in some institutions, while female underrepresentation in STEM disciplines persists. It is anticipated that the continued increase in female enrollment may, over time, help address disparities in STEM fields. However, if left unaddressed, the declining representation of male students could reach problematic levels, potentially leading to a shortage of male professionals in key sectors. Finally, the gender disparities among students are more pronounced in public universities in Zambia than in private institutions.
