ERIC Number: ED232277
Record Type: RIE
Publication Date: 1979
Reference Count: 0
The Role of Women in Tanzania: Their Access to Higher Education and Participation in the Labour Force.
A self-administered questionnaire given to 526 postsecondary students and 424 employed university graduates (with degrees awarded since 1968) provides data on the participation of Tanzanian women in higher education (where their numbers declined from 13 to 8 percent of the student population between 1970 and 1975) and in the work force. Research shows that Tanzanian women students are more likely than men to come from more developed regions, reside in urban areas, have relatively well-educated and highly paid parents in professional or administrative occupations, and be enrolled in courses that reflect stereotypical ideas of women's role. Though women initially earn as much as men, they wait longer for initial employment, and pay differentials between the sexes increase over time in favor of men. The study emphasizes the social liabilities of denying women access to higher education. Remedies include encouraging women from lower socioeconomic backgrounds and less developed regions to attend school; urging women to specialize in science and mathematics; changing hiring practices, salary structures, and promotion policies; and providing child care services. Tables provide data on student enrollment, regional origin, and socioeconomic characteristics of students, employment, occupations, and earnings. (PB)
Descriptors: Access to Education, Educational Discrimination, Employed Women, Employment Opportunities, Employment Patterns, Employment Statistics, Equal Opportunities (Jobs), Females, Foreign Countries, Higher Education, Income, Occupational Surveys, Sex Discrimination, Sex Fairness, Sex Role, Sex Stereotypes, Socioeconomic Background, Student Characteristics, Tables (Data)
Publications, International Institute for Educational Planning, 7-9 rue Eugene-Delacroix, 75016 Paris, France (Order No. C.35; 10 francs).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning.