Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia
AbstractIn Ethiopia, women’s access to higher education is a priority for many higher education leaders. Moreover, education access and participation are often measured quantitatively through enrollment, retention, and graduation rates. Often overlooked, however, are qualitative outcomes related to...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2249668 |
| _version_ | 1797390224223895552 |
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| author | Atota B. Halkiyo Meseret F. Hailu Breanne E. Lott |
| author_facet | Atota B. Halkiyo Meseret F. Hailu Breanne E. Lott |
| author_sort | Atota B. Halkiyo |
| collection | DOAJ |
| description | AbstractIn Ethiopia, women’s access to higher education is a priority for many higher education leaders. Moreover, education access and participation are often measured quantitatively through enrollment, retention, and graduation rates. Often overlooked, however, are qualitative outcomes related to gender. To address this gap in the literature, we explore faculty perspectives on gender inequities in Ethiopian higher education by describing specific challenges to gender-equitable pedagogy and reporting participant-generated recommendations. We used an equity pedagogy framework and thematic analysis to examine qualitative data from interviews with 32 university faculty. We found that participants conflated equality with equity, and thus justified the use of a uniform pedagogy for all students. Barriers to gender equitable pedagogy included: pervasive gender stereotypes, curricula and learning environments centered on male learners, and the perception of “gender issues” as ancillary In relation to this last finding, faculty often viewed “gender issues” as political, societal, or outside the realm of their teaching responsibilities. Based on these findings, we discuss how gender inequity in Ethiopian higher education is systemic and should be approached as such. We conclude the paper with participant-generated recommendations. |
| first_indexed | 2024-03-08T23:08:40Z |
| format | Article |
| id | doaj.art-87d4da192efc4d3492be6d0108921460 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T23:08:40Z |
| publishDate | 2023-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-87d4da192efc4d3492be6d01089214602023-12-15T10:31:08ZengTaylor & Francis GroupCogent Education2331-186X2023-12-0110210.1080/2331186X.2023.2249668Gender-based pedagogical inequity: Exploring faculty perspectives in EthiopiaAtota B. Halkiyo0Meseret F. Hailu1Breanne E. Lott2Mary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USAMary Lou Fulton Teachers College, Arizona State University, Tempe, Arizona, USADepartment of Epidemiology and Population Health, Albert Einstein College of Medicine, Bronx, New York, USAAbstractIn Ethiopia, women’s access to higher education is a priority for many higher education leaders. Moreover, education access and participation are often measured quantitatively through enrollment, retention, and graduation rates. Often overlooked, however, are qualitative outcomes related to gender. To address this gap in the literature, we explore faculty perspectives on gender inequities in Ethiopian higher education by describing specific challenges to gender-equitable pedagogy and reporting participant-generated recommendations. We used an equity pedagogy framework and thematic analysis to examine qualitative data from interviews with 32 university faculty. We found that participants conflated equality with equity, and thus justified the use of a uniform pedagogy for all students. Barriers to gender equitable pedagogy included: pervasive gender stereotypes, curricula and learning environments centered on male learners, and the perception of “gender issues” as ancillary In relation to this last finding, faculty often viewed “gender issues” as political, societal, or outside the realm of their teaching responsibilities. Based on these findings, we discuss how gender inequity in Ethiopian higher education is systemic and should be approached as such. We conclude the paper with participant-generated recommendations.https://www.tandfonline.com/doi/10.1080/2331186X.2023.2249668Ethiopiafacultygender equityhigher educationpedagogysub-Saharan Africa |
| spellingShingle | Atota B. Halkiyo Meseret F. Hailu Breanne E. Lott Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia Cogent Education Ethiopia faculty gender equity higher education pedagogy sub-Saharan Africa |
| title | Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia |
| title_full | Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia |
| title_fullStr | Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia |
| title_full_unstemmed | Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia |
| title_short | Gender-based pedagogical inequity: Exploring faculty perspectives in Ethiopia |
| title_sort | gender based pedagogical inequity exploring faculty perspectives in ethiopia |
| topic | Ethiopia faculty gender equity higher education pedagogy sub-Saharan Africa |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2023.2249668 |
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