PiE 2014 Volume 32 Issue 4

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http://hdl.handle.net/11660/2637

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Browsing PiE 2014 Volume 32 Issue 4 by Subject "Gender equality"

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    Access or inclusion? Conceptualisation and operationalisation of gender equality in Zimbabwean state universities
    (Faculty of Education, University of the Free State, 2014) Chauraya, Efiritha
    This article explores concerns about gender inequality in Zimbabwean state universities. The researcher’s interest arose from the realisation of persistent gender inequalities despite initiatives to close gender gaps. Of particular concern is the conceptualization and operationalisation of gender equality in institutions. Focusing only on the student admissions sector, this paper critically surveys the experiences of the departmental chairpersons and students who enrolled through affirmative action, their vision of gender equality and the impact thereof on the inclusion of the said students in the mainstream. The study applied a gender perspective to development as well as in-depth and focus group interviews with purposively sampled stakeholders. The findings of the study shed light on the adopted tailoring model of gender equality by the institutions and how the model blinkered the other qualitative gender dimensions of the mainstream, rendering the envisaged goal of gender equality elusive due to the exclusion of the students from the mainstream. Based on the findings, useful recommendations are made to resuscitate the almost paralysed gender equality agenda of the institutions.
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    Patriarchy: a case of women in institutions of higher education
    (Faculty of Education, University of the Free State, 2014) Dlamini, Eunice Tressa; Adams, Jabulile Dorothy
    This article presents research on women’s experiences of patriarchy in a Higher Education Institution X. This is a qualitative study located within the interpretivists’ paradigm. The research problem of this study is articulated through the following research questions: how do female academics experience patriarchy? How does patriarchy impact on their upward mobility? And, how does patriarchy affect their academic output? A purposive sample of eight Black female academics that have experienced the phenomenon under study participated in this research. Data were collected by means of an interview schedule and through self-written stories of experiences that have been thematically analysed. The findings revealed that women at Institution X experienced male supremacy, disempowerment, and disrespect of womenfolk. Another finding is that patriarchy impacts on their upward mobility and deprives them of promotions they deserve. The participants also felt that the reigning patriarchal environment does not only impact on their academic output but also on their intellectual and emotional wellbeing and their person. Suggestions for corrective measures were put forward for use by the Department of Higher Education, Higher Education Institutions and other stakeholders.