Articles

New Gender Inequalities in Tertiary Institutions of Learning in Selected Universities in Southern Africa

/in /by

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.

Gender Differences in Career Choices and Aspirations among Girls and Boys: A Case of Selected Secondary Schools in Mongu District of Zambia

/in /by

Career choice has become a complex science with the advent of post-industrial revolution and job competition. The right career made for pupils entering the professional education is critical having life impact on their professional life and future achievement. However, studies have shown that gender plays a deterministic role in career choices. Although significant progress in achieving parity in education is evident, there are limited studies that examine factors that lead to gender differences in career choice as boys and girls progress on academic ladder. This study examined the differences in career choices and aspirations among girls and boys in selected secondary schools in Mongu District of Western Province, Zambia. The target population for the study comprised all grade 11 and grade 12 pupils accounting for 460 pupils and four career guidance teachers. The study sample was 150 representing 73 boys, 73 girls and 4 career guidance and counselling teachers from the two schools. Interviews and Focus Group Discussions were used as data collection methods. Qualitative data was analyzed thematically while quantitative data was analyzed using frequency distributions and tables. The findings indicated that male pupils have more career ambitions unlike girls due to their upbringing and how they are socialized. Prominent factors that came out as affecting pupil’s career choice were; Parental influence, the nature of acquired results at grade 12, financial constraints, peer pressure and teachers advice. The study highlighted some of the gender stereotypical segregation where one class of only boys was put in a separate class to take subjects that are perceived to be male dominated like Geometrical Science, Woodwork and pure sciences. This separation clearly showed that the school management was not supporting girls to take up such subjects which in turn gives girls no motivation. The study identified, lack of support from school management when it comes to career pathways of pupils, inadequate time allocated for career guidance services and programs, unavailability of career guidance teachers, as well as lack of role models. Based on the findings, it is recommended that the school board should adopt a gender sensitive and responsive policy on career pathways and programs that support boys and girls academic endeavors, as well as organize trainings for career guidance teachers coupled with latest teaching and learning materials such as career guide manuals for pupils.