Analysing Female Academic Underrepresentation in Senior Leadership Positions in Tanzanian Higher Learning Institutions

Abstract

Gender inequality remains a pressing global issue, especially in Higher Learning Institutions (HLIs) where the underrepresentation of women in senior positions has been a longstanding challenge. This research investigates and compares the prevalence of gender inequality in senior positions within universities in Tanzania. The study aims to shed light on the underlying factors contributing to this disparity and propose strategies for promoting gender diversity and inclusivity in academia. Although evident in Higher Learning Institutions throughout the world, the specific drivers of under-representation are locally situated and context-dependent, thus requiring an embedded case study analysis of institutional contexts, ethos, and progression patterns. This study gathered qualitative data through in-depth interviews and focus group discussions from senior university administrators, faculty members, and female leaders that make a total of 48 respondents. Four regions in Tanzania are encompassed in this research, recognizing the importance of contextual factors and institutional nuances. Secondary data were collected through documents review of institutional records, policies, guidelines and procedures. The findings reveal slight disparities in the representation of women in senior positions in public and private universities, with intersectionality playing a crucial role in shaping these inequities. The experiences of gender inequality vary based on the intersection of religion and Gender. Women from marginalized religious groups face distinct challenges in their pursuit of leadership roles, often battling both gender bias and institutional barriers. Additionally, women from non-religious backgrounds encounter individual, cultural as well as institutional related challenges. The study identifies key factors that influence intersectional gender inequality in senior positions, traditional gender roles, societal expectations, institutional ethos and harmful gender stereotypes. Furthermore, the study highlights the impact of institutional policies that inadvertently perpetuate existing inequalities. The study proposes a comprehensive and intersectional framework for promoting gender diversity and inclusivity in academia. The framework emphasizes the tailored approaches that consider the specific challenges faced by different groups of women. It includes targeted recruitment and retention strategies, mentorship programs led by diverse role models, support for work-life balance, and financial assistance for professional development. Moreover, the study recommends fostering an inclusive and diverse organizational culture by recognizing the importance of promoting equitable representation across all levels of university leadership. This culture shift entails dismantling discriminatory practices and fostering an environment where individuals from diverse backgrounds can thrive and contribute to the advancement of academic excellence. The study points to the need for universities to go beyond basic policy mainstreaming to support transformative understandings of equitable gender relations and norms.