Processes influencing gender differences in access to post secondary institutions in Uganda
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Date
1996
Authors
Kasente, Deborah Hope
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
This study was conducted in Uganda, among a sample of 40 (21F/19M) primary school Teacher
Trainees, 30 (22F/8M) School of Nursing trainees, 98 (40F/58M) Secondary School students, 98
(52F/46M) University undergraduates and 11 parents of some of the informants.
The major concerns of the study were to identify factors responsible for maintenance of gender
disparity in higher education and to describe the processes through which such factors operate.
Research Methods:
The following research methods were used: (i) Interview schedules (ii) A structured
questionnaire and (iii) A Classroom observation checklist adopted from Flanders (1987)
interaction analysis categories.
Types of data collected:
1. Qualitative data consisting of taped (i) intensive interviews of life histories of 11 informants
sampled from each category of students (ii) intensive interviews of parents/ guardians of the 11
informants.
2. Quantitative data collected by questionnaire with 87 items to determine current perceptions
of factors and processes responsible for keeping some students in the education system and
getting others out prematurely.
3. Classroom interaction data collected to ascertain the nature of social processes that take place
during the teaching/learning processes and any gender concerns arising.
Data Analysis:
1. Qualitative data and classroom interaction data were transcribed into narrative and analyzed
using ETHNOGRAPH, a computer program that facilitated in reducing the data to series of
categories.
2. Quantitative data was processed with SPSS/PC+ to give percentages and absolute scores.
3. Data from all three data sources was triangulated and condensed into three types of
influences, in line with the conceptual framework, namely: societal factors; school factors and
individual factors.
Results:
The following factors were indicated as having an influence in the creation and perpetuation of
disparity between females' and males' access to post secondary institutions:
Macro level factors: societal level
1. Mother's support: mothers' financial capacity to meet educational requirements and their
being available to offer effective guidance are reflected by results from respondent's life histories
as contributing factors towards females continuing with education.
2. Stereo-typed views of women's role: the views held by most females and males indicated
that the women's place is still generally seen as being in the houses, although some women
thought that this is unfair 89.4 percent of the respondents indicated that females in their homes
performed in-door chores like child-minding, cooking and cleaning while males mainly
performed out out-door chores.
3. Number of children: Coming from large families (9 children and above appeared to reduce
chances of both males and females for higher education, mainly through parents' failure to afford
educational costs for all children.
4. Position in sibling hierarchy: being high in the sibling hierarchy was reflected to enhance
chances for continuing with education. Having other highly educated siblings enhanced chances
of higher education for both females and males.
5. Household income: Lack of schools fees was a limiting factor to both females and males,
especially those from polygamous homes with many children. Many parents complained that
their household income was no longer adequate to support their children's education beyond
primary school.
Macro level factors: the school environment.
1. Classroom dialogue: evidence from classroom observation indicated that males received
more academic attention than females, while both female and make teachers criticized both
female and male students more than they offered encouragement.
1. Subtle sexual harassment of female students: use of provocative language and body
language by some male teachers disadvantaged female students by making them uncomfortable
in class. Females' vulnerability to sexual harassment; both within and outside school, was also
pointed out by most parents as contributing greatly to their dropping out of school (see Tables 7
for parents' detailed responses).
One female parent analysed the girls' problem as follows:
"for a girl once she gets breast, she has an extra burden always.
Either she spends a lot of her time in relations with males or she
spends time fighting them away - education is an agenda she adds
to this one".
3. Hostility between teachers and students: subtle hostility between female students and
female teachers was reflected through authoritarian behavior and nasty comments, on part of the
teachers while the pupils protested through refusal to participate in classroom dialogue and rude
conduct. This was evident in classroom observation and casual comments over heard in school
premises.
Micro level: individual gender factors.
1. Moral support and confidence from family members: content analysis of in-depth
interviews revealed that females depended more on family members' moral support to stay in
school than males. Females were likely to stay in school not to disappoint parents and older
siblings who had "pushed, loved and encouraged" them.
2. Perceptions of the purpose of education: Interview results indicated that males perceived
the purpose of higher education as an assurance for their future well being while for many
females, higher education was seen as leading mostly to their being recognised as important.
Many females also indicated that they were likely to remain in higher education to gain skills for
employment and avoid negative experiences resulting from dependency on males.
3. Role models: The role models of females who did not continue to post secondary education
are other unsuccessful females with qualities such as kindness, conforming behavior and
command of respect. Role models of females in post-secondary institutions are professional
males with qualities such as hard working, ambition, courage, professionalism, popularity and
commitment to work. There is a similar pattern of role models among males who continued to
university and whose who did not. They all look up to successful, professional men or national
and international male leaders.
4. Self esteem: Comparing school dropouts and students in post secondary education; all
females displayed low self-esteem and depended on others, especially family members for
encouragement and confidence. Males of all categories, however, had a positive self image and
valued financial rather than emotional support from their family members.
Description
A thesis submitted in fulfillment of the requirement for the degree of Doctor of Philosophy in Kenyatta University.1996