Tertiary Education and Gender Disparities in a Dollarised Economy: A Case Study of the Faculty of Social Studies at the University of Zimbabwe

Abstract

This study was aimed at analysing the extent and nature of gender disadvantages in tertiary education during the dollarisation era in Zimbabwe. It also analysed other causes of the disadvantages and identifies strategies that may be effective in reducing or eliminating them.   Interviews were conducted randomly at the University of Zimbabwe’s Faculty of Social Studies. Other relevant information for the study was collected from the Faculty of Social Studies Office.  The findings revealed that dollarisation has negatively impacted on university education in Zimbabwe, with more devastating impacts on the female students. This is being caused by the ‘second class citizen’ treatment given to the girl child by most families as caused by gender stereotypes. The study recommends that there is need for complementary efforts from the government, parents and private sector in creating an enabling environment for both male and female children to access tertiary education even during crisis periods such as caused by dollarisation.