Increasing female visibility in leadership positions by dismantling male hegemony in Zimbabwean State Universities

Abstract

Using a sample of 21 purposively selected participants from 2 State Universities in Zimbabwe in Midlands and Masvingo provinces respectively. The study sought to establish if male hegemony alongside the consequences of contemporary discrimination enhanced lack of gender knowledge in the promotion of female academics to positions of leadership. A qualitative approach was used in line with the interpretivist paradigm. A case study design was adopted to support the data collection techniques. Qualitative data were inductively analysed and consisted of identifying, coding and categorizing patterns found in the data through face-to-face interviews and focus group interviews. Findings reveal that male hegemony and vestiges of contemporary discrimination are still present in universities and continue to subordinate female academics’ critical mass to positions of leadership due to persistence of lack of gender knowledge and micro-politics. As part of educating the university community about gender knowledge, gender related programs, training and workshops had been carried out in collaboration with external and internal gender experts and activists. Results further illuminate that the promotion of gender knowledge and tackling male hegemonic tendencies and consequences of contemporary discrimination are not optional accessories but sine-quo-non for addressing the dearth of female leadership in universities. The study recommends that as a benchmark to promoting visibility of females in leadership positions gender policies be implemented by involving policy implementers and policy makers starting from the policy formulation process. Gender audits remain vital as they will provide a context to re-envision universities as spaces that are more inclusive and gender just. Formalized monitoring and evaluation should be carried out regularly using a monitoring and evaluation framework this will promote female visibility and a move towards gender equality. Additionally, universities should mainstream gender into their strategic plans towards promoting and sustaining gender equality and equity. As a way of addressing gender imbalances in decision making processes, gender awareness-raising and capacity-building programmes should be ongoing and regularly reviewed in order to determine their effectiveness in curbing ideals of male hegemony in university spaces.