Enrolment regimes and gender differences in university of mines and technology: implication for gender– equity discourse in multi-national Ghanaian Mines

Abstract

The paper assessed gender perceptions of science and engineering courses, gender differences in enrolment regimes in University of Mines and Technology; and how both translated to recruitment of females in the mines. Drawing from a mix methodological approach, it was evidenced that gendered perceptions and stereotypes on science and engineering courses accounted for few females pursuing science, engineering and technology courses in UMaT. These perceptions, the general dislike for engineering courses by most females for fear of mathematics and the knowledge of the fact that engineering is quite difficult, explain the phenomenon of female under-representation in the mines. Though the progressive feminine enrolment regimes, due to gender main streaming initiative in UMaT, whereby women are giving some leverage. The moment a woman gets aggregate 36, which is maximum aggregate or minimum point of qualification, and she chooses mining related course, she is admitted, whereas in some cases, their men counterparts with aggregate 10 or 14 may not be considered. This is gradually working towards achieving a 20 percent quota for women. Though this, of course, is translating into increased female recruitment into the mines, the pace still remains slow and relatively insignificant. By implication, female under-representation in mine work environment point to the fact that mines are missing such feminine values necessary for corporate sustainability, growth and development. Therefore affirmative action plan is recommended at all levels of mine work planning that will ensure inclusion of such feminine virtues to impact profitably and propel growth of the mining industry in Ghana.

Keywords: Enrolment Regimes, Gender Differences, Gender-Equity Discourse, University of Mines and Technology, Ghanaian Mines