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Qualitative inequality: experiences of women in Ethiopian higher education

Version 2 2024-06-04, 07:11
Version 1 2015-04-15, 12:56
journal contribution
posted on 2024-06-04, 07:11 authored by T Mekonnen, D Cuthbert
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.

History

Journal

Gender and education

Volume

26

Pagination

759-775

Location

London, Eng.

ISSN

1360-0516

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

2014, Taylor & Francis

Issue

7

Publisher

Taylor & Francis