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ERIC Number: EJ1051084
Record Type: Journal
Publication Date: 2014-Dec
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0258-2236
Access or Inclusion? Conceptualisation and Operationalisation of Gender Equality in Zimbabwean State Universities
Chauraya, Efiritha
Perspectives in Education, v32 n4 p4-19 Dec 2014
This article explores concerns about gender inequality in Zimbabwean state universities. The researcher's interest arose from the realisation of persistent gender inequalities despite initiatives to close gender gaps. Of particular concern is the conceptualization and operationalisation of gender equality in institutions. Focusing only on the student admissions sector, this paper critically surveys the experiences of the departmental chairpersons and students who enrolled through affirmative action, their vision of gender equality and the impact thereof on the inclusion of the said students in the mainstream. The study applied a gender perspective to development as well as in-depth and focus group interviews with purposively sampled stakeholders. The findings of the study shed light on the adopted tailoring model of gender equality by the institutions and how the model blinkered the other qualitative gender dimensions of the mainstream, rendering the envisaged goal of gender equality elusive due to the exclusion of the students from the mainstream. Based on the findings, useful recommendations are made to resuscitate the almost paralysed gender equality agenda of the institutions.
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe
Grant or Contract Numbers: N/A