Gender and Higher Education in African Universities: A Critical Discourse Analysis of Key Policy Mandates in Kenya, Rwanda, and Uganda

Autor/inn/en	Hailu, Meseret F.; Lee, Earl E.; Halkiyo, Atota; Tsotniashvili, Keti; Tewari, Neelakshi Rajeev
Titel	Gender and Higher Education in African Universities: A Critical Discourse Analysis of Key Policy Mandates in Kenya, Rwanda, and Uganda
Quelle	In: Education Policy Analysis Archives, 31 (2023) 23, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hailu, Meseret F.) ORCID (Lee, Earl E.) ORCID (Halkiyo, Atota) ORCID (Tsotniashvili, Keti) ORCID (Tewari, Neelakshi Rajeev)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Colleges; Sex; Criticism; Discourse Analysis; Educational Policy; Content Analysis; Sex Fairness; Persistence; Attitudes; Motivation; Responsibility; Gender Issues; STEM Education; Outcomes of Education; Higher Education; Kenya; Rwanda; Uganda + Suchen Sie Ihr Suchwort? Ausland; College; Hochschule; Fachhochschule; Geschlecht; Geschlechtsverkehr; Kritik; Diskursanalyse; Politics of education; Bildungspolitik; Inhaltsanalyse; Sexualaufklärung; Ausdauer; Attitude; Einstellung; Verhalten; psychologische; Motivation (psychologisch); Verantwortungsübernahme; Zuständigkeit; Geschlechterfrage; STEM; Lernleistung; Schulerfolg; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kenia; Ruanda
Abstract	In this comparative project, we analyze three policy documents that have guided genderbased higher education initiatives in Kenya, Rwanda, and Uganda. Two research questions guided our work: (1) How do key policy documents conceptualize gender equity? and (2) How is gender equity discussed in relation to economic priorities and sociopolitical realities in each country? To address these questions, we conducted a critical discourse analysis of the following: Kenya's Education and Training Gender Policy in Kenya, Rwanda's Education Sector Strategic Plan 2018/19--022/23, and Uganda's Gender in Education Policy. Corroborating the work of other scholars, we found that all three documents shared (1) an increased commitment to gender equality, (2) persistent underrepresentation of women in higher education despite increased participation of women over time, and (3) markedly low gender parity in STEM disciplines. Our findings are significant because they confirm that there is a disconnect between stated policy goals and actual student outcomes, which limits institutional success and economic development. Additionally, our analysis highlights differences in the strength in commitment to gender equity in policy mandates in these three countries. This is a key issue which warrants further research attention. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01