A Qualitative Study of Gender Issues Associated with Academic Mentoring in a Nigerian University

Autor/inn/en	Osezua, Oghoadena Clementina; Agbalajobi, Damilola T.
Titel	A Qualitative Study of Gender Issues Associated with Academic Mentoring in a Nigerian University
Quelle	In: Journal of Educational Research and Practice, 6 (2016) 1, S.119-134 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8693
Schlagwörter	Foreign Countries; Qualitative Research; Gender Issues; Mentors; Females; Educational Opportunities; Barriers; Graduate Students; Performance Factors; Academic Achievement; Womens Education; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Qualitative Forschung; Geschlechterfrage; Weibliches Geschlecht; Bildungsangebot; Bildungschance; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Leistungsindikator; Schulleistung; 'Women''s education'; Frauenbildung
Abstract	There is an upsurge in the establishment of private and public universities in Nigeria. The development has opened up the need for quality and seasoned academics, but minimal opportunities exist for mentoring of young academics. This article explores the mentoring opportunities and challenges of young female academics faced in a male dominant university system. From an exploratory qualitative design, this article generates empirical evidence through structured a face-to-face interview with purposively selected 36 female academics. The participants were recruited from the Obafemi Awolowo University, a first-generation, public-owned university in Nigeria. A thematic analysis of the data revealed common challenges in mentoring female academics as inadequate and non-availability of older female role models for upcoming female academics. Other factors include fear of being stigmatized by other colleagues when a female has a male as an academic model, unfriendly gender policies, and work environment that will not cater for women's needs (especially those in their reproductive age). Based on these findings, the article calls for more formal mentoring relationship for younger women academics. Such step will create a sense of purpose and provide requisite information that will enhance their career progression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01