Navigating the River Nile: The Chronicle of Female Academics in Ethiopian Higher Education

Autor/inn/en	Semela, Tesfaye; Bekele, Hirut; Abraham, Rahel
Titel	Navigating the River Nile: The Chronicle of Female Academics in Ethiopian Higher Education
Quelle	In: Gender and Education, 32 (2020) 3, S.328-346 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2017.1400522
Schlagwörter	Women Faculty; Foreign Countries; Public Colleges; Academic Rank (Professional); Higher Education; Affirmative Action; Employment Practices; Disproportionate Representation; Women Administrators; Public Policy; Recruitment; Personnel Selection; Faculty Promotion; Leadership Role; Equal Opportunities (Jobs); Gender Bias; Tokenism; Family Work Relationship; Specialization; Ethiopia + Suchen Sie Ihr Suchwort? Frauenakademie; Weibliche Gelehrte; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufspraxis; Weibliche Führungskraft; Öffentliche Ordnung; Recruiting; Rekrutierung; Personalauswahl; Personalentscheidung; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Geschlechterstereotyp; Arbeitsteilige Spezialisierung; Äthiopien
Abstract	Beyond the statistics, the underlying causes for women's absence as academics and leaders in higher education institutions (HEIs) in sub-Saharan African countries have not been sufficiently understood. Taking Ethiopia as an example, this study offers unique insights into the careers of female academic staff. The study employed exploratory sequential mixed method design using secondary analysis of nationwide data, institutional survey, and a follow-up qualitative in-depth interview with 13 female full-time academic staff purposively selected from three major public HEIs. The findings reveal that relative to men, the likelihood that women academics hold the rank of 'lecturer' decreases by 50% while the probability of assuming assistant professorship or above declines by 72%. Furthermore, it was found that women's entry into, and success in academia is impacted by complex set of factors ranging from hegemonic gender beliefs that trigger the use of double standards disfavoring women to deliberate exclusion during selection, employment, promotion, and appointment in leadership positions. Finally, the implications for policy and human resource management practices of HEIs are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01