Women in Higher Education in South Africa

Abstract

Purpose

The gap in gender equity is profoundly evident in academia, particularly in the area of positional and financial remuneration for women, and, although a global phenomena, it is particularly acute in South Africa.

Methodology

The case study was conducted through one-on-one interviews with fourteen academic and upper management staff members on the East London campus of the University of Fort Hare, South Africa. Participants represented men and women of varied ages, ethnicities, and positions within the University.

Findings

This research indicates that women find themselves discriminated by their maternal responsibilities, as well as complaints that their management styles are more emotionally subjective and less efficient. Some respondents find competition not camaraderie with other women also complicate the workplace, and others determine race and gender equally play significant roles in their promotability, research funding, and publication possibilities.

Research limitations

The case study was restricted to the academic and upper management staff from one selected university in the nation.

Practical implications

According to this research, women are less likely to be promoted to upper management or professorial positions and, if they are, find it quite arduous to be accepted within these roles, due in part to stereotypes which deem them less effective in upper level positions.

Social implications

Transformation in gender equity policy and practices is still necessary and women must pursue gender equality in every area of the institutional structures of academia.

Originality/value

No similar study has been conducted at South African universities.

Citation

Shober, D. (2014), "Women in Higher Education in South Africa", Gender Transformation in the Academy (Advances in Gender Research, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 315-332. https://doi.org/10.1108/S1529-212620140000019014