Access or Inclusion? Conceptualisation and Operationalisation of Gender Equality in Zimbabwean State Universities

Autor/in	Chauraya, Efiritha
Titel	Access or Inclusion? Conceptualisation and Operationalisation of Gender Equality in Zimbabwean State Universities
Quelle	In: Perspectives in Education, 32 (2014) 4, S.4-19 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Access to Education; Inclusion; Universities; Sex Fairness; Equal Education; Gender Discrimination; Gender Bias; Affirmative Action; College Admission; Admission Criteria; Focus Groups; Interviews; Mainstreaming; Models; Social Change; Qualitative Research; Statistical Analysis; Semi Structured Interviews; Admissions Officers; College Students; Student Surveys; Student Attitudes; Administrator Attitudes; Barriers; Change Strategies; Foreign Countries; Educational Practices; Zimbabwe + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; University; Universität; Sexualaufklärung; Geschlechterstereotyp; Hochschulzugang; Hochschulzulassung; Zulassung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Interviewing; Interviewtechnik; Analogiemodell; Sozialer Wandel; Qualitative Forschung; Statistische Analyse; Collegestudent; Schülerbefragung; Schülerverhalten; Lösungsstrategie; Ausland; Bildungspraxis; Simbabwe
Abstract	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. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01