Gender Equality or Inequality in Learning Institutions in South Africa: A Case of the Professional Advancement of Women

Gender Equality or Inequality in Learning Institutions in South Africa: A Case of the Professional Advancement of Women

Dee Khosa

Issue: Vol.4 No.13 Article 2 pp.1424 – 1439
DOI: https://doi.org/10.38159/ehass.20234132 | Published online 8th December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

This study unveils the role of gender issues in the professional advancement of women in learning institutions. The study investigated the status of women’s professional advancement in South African learning institutions and identified the obstacles encountered by women in advancing professionally in these institutions. The study examined the work environment in learning institutions when women are in leadership positions and discussed male employees’ perceptions of female colleagues and superiors. The research used a primary data-gathering technique and a qualitative data-collection tool in a descriptive research strategy under the interpretivist research philosophy. The study’s target population included both women and men in learning institutions in South Africa. The participants were chosen for interviews using the purposive sampling technique. Following the thematic analysis approach, the findings revealed that there are several opportunities for women to progress in their careers at South African educational institutions, as well as several leadership roles. They are also given increased trust and responsibility. Some participants believed that there are no barriers that prevent women from advancing professionally in educational institutions whereas others believed that existing barriers are primarily caused by individual issues, a lack of support, cultural issues, and concerns about sexual misconduct. When women are in positions of leadership, the perception of the workplace atmosphere is equivocal. While certain participants felt that jealousy made the workplace hostile, others believed that the environment was inviting and provided opportunities for female employees to advance. Finally, it was indicated that the paradigm for empowering women in South Africa must emphasise seizing chances, providing a guiding structure, recognising efforts and successes, and eliminating patriarchy. This study contributes to the existing discourse on the role of gender in the career advancement of women.

Keywords: Gender Equality, Inequality, Learning Institutions, Women’s Professional Advancement, Gender Roles

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ABOUT AUTHOR(S)

Dr. Dee Khosa is a young hardworking academic professional who always aspires to accomplish goals by gaining knowledge and insight into opportunities presented. She holds qualifications in: Doctor of Literature and Philosophy in Police Science from the University of South Africa (UNISA) and a National Diploma: Public Management from Tshwane University of Technology (TUT). Her fields of study and expertise are in Policing and related sciences. The dynamics of gender sensitivity have found particular prominence in her studies. She is a recipient of Emerging Researcher and Woman Researcher of the Year 2021. She has presented and peer-reviewed research papers at both national and international conferences. Dr. Khosa also serves on various institutional committees, including the highest governing body, the Senate. She was a member of the Traffic Law Enforcement Review Committee (TLERC), appointed by the Minister of Transport from 2016-2020. She is currently appointed a non-executive director by the Minister of Transport at Road Traffic Infringement Agency (RTIA) since August 2020 to date.

TO CITE ARTICLE

Khosa, Dee. “Gender Equality or Inequality in Learning Institutions in South Africa: A Case of the Professional Advancement of Women.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1424 – 1439. https://doi.org/10.38159/ehass.20234132