Gender asymmetry in leadership in African higher education

Abstract

This qualitative study examines the manifestations of gender asymmetry and conflict in leadership and decision making in African higher education. The critical feminist lenses were employed as the bedrock for analysis. This study found out that factors such as inert gender policies, gender blind curriculum, skewed access, biased research, patriarchy, roleconflict, and gender centered networking are forms of social closure that impede women from attaining the positions of leadership and decision making in African higher education. A compound of these factors has condemned, relegated and churned most women academics into lower echelons of power with low rewards as compared to their male counterparts. Basing on the findings from the literature and theoretical review, this study recommended forrigorous revision, implementation, evaluation and monitoring of gender sensitive policies and curricula that empower men and women equally. Gender studies as a discipline should be introduced in schools and higher education institutions to demystify the endemic gender ideologies that tend to derail women’s participation in research, networking, mentoring and decision making.