Qualitative inequality: experiences of women in Ethiopian higher education

Molla, Tebeje and Cuthbert, Denise 2014, Qualitative inequality: experiences of women in Ethiopian higher education, Gender and education, vol. 26, no. 7, pp. 759-775, doi: 10.1080/09540253.2014.970614.

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Title Qualitative inequality: experiences of women in Ethiopian higher education
Author(s) Molla, Tebeje
Cuthbert, Denise
Journal name Gender and education
Volume number 26
Issue number 7
Start page 759
End page 775
Total pages 17
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2014
ISSN 1360-0516
Keyword(s) Ethiopia
higher education
lived experience
qualitative inequality
Summary This article examines the lived experiences of women in Ethiopian higher education (HE) as a counterpoint to understandings of gender equity informed only by data on admission, progression and completions rates. Drawing on a critical qualitative inquiry approach, we analyse and interpret data drawn from focus group discussions with female students and academic women in two public universities in Ethiopia. Individual accounts and shared experiences of women in HE revealed that despite affirmative action policies that slightly benefit females at entry point, gender inequality persists in qualitative forms. Prejudice against women and sexual violence are highlighted as key expressions of qualitative gender inequalities in the two universities. It is argued that HE institutions in Ethiopia are male-dominated, hierarchical and hostile to women. Furthermore, taken-for-granted gender assumptions and beliefs at institutional, social relational and individual levels operate to make women conform to structures of disadvantage and in effect sustain the repressive gender relations.
Language eng
DOI 10.1080/09540253.2014.970614
Field of Research 130103 Higher Education
1303 Specialist Studies In Education
1608 Sociology
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30072316

Document type: Journal Article
Collection: School of Education
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