Women in Higher Education Institutions in Ghana: Discourse on Colonial Legacies and Cultural Norms (Published)
This study addresses the fundamental question of the under representation of women in higher education institutions in Ghana. The paper employed the qualitative research method to interrogate and understand beyond the statistics how the legacies of Colonialism have impacted the lives of female academics. Using a post-colonial theoretical lens, this paper explores the experiences of senior female academics by analyzing their perspectives on under-representation of females within public universities in Ghana. The study elicited information from 9 senior female academics within three Ghanaian public universities. A multiple case study design was adopted to provide a wider set of contexts in which to explore the research questions. The discussion in this paper produced knowledge that being a senior female academic was a struggle that has several gendered dimensions bequeathed through traditional Ghanaian practices as well as colonial vestiges that ensured the academy is male dominated. From the data discussed, this study argues that issues of postcolonial gender inequalities and the interface of cultural norms created gender tensions for women within higher education institutions and the wider society.
Keywords: Higher Education, Institutional colonialism, gender inequalities, post-colonialism
MAINSTREAMING THE FUNCTIONAL CONCERNS OF FEMALE LEADERSHIP IN BASIC SCHOOLS IN THE AKUAPEM SOUTH MUNICIPALITY OF GHANA: ASPECTS OF PERFORMANCE AND CHALLENGES IN A MALE DOMINATED CULTURE. (Published)
This research conducted in Ghana suggests that the world is witnessing an emerging trend in increased female leadership abilities in predominantly male dominated environments, which tends to inhibit the development. This article addresses issues that give rise to this phenomenon using data collected through survey and interviews in a sequential and explanatory mixed method approach, and administered in the Akuapem South Municipality of Ghana. The researchers used purposive sampling to select 50 female leaders, and they analysed the data quantitatively and qualitatively using percentages and themes respectively. The study started with the theory that, prejudices associate female leadership in basic schools in the Akuapem South Municipality with attendant stereotyping, name calling and finger pointing, and these present challenges that affect the performance of female heads. The study sought to indentify and mainstream the performance and challenges of females in educational leadership in the context of male oriented cultural environment. The results show that female heads have ability to work as leaders to achieve goals on equal terms as their male counterparts. There is evidence however that female heads have some peculiar challenges as in: male dominance, threats and harassments from men, discrimination and interference from domestic responsibilities. These are generally expressed in acceptance and support problems from family, subordinates and other school administrators.
Keywords: cultural biases, educational leadership, female prejudices, gender inequalities, gender mainstreaming, task-oriented leadership