Gender Differences Among Academic Staff and Students Offering STEM in National Universities in Uganda: The Case of Kyambogo University

Harriet Kebirungi ,Fabian Nabugoomu ,Majaliwa Mwanjalolo

doi:10.7176/jep/12-24-09

Abstract

Female University students and academic staff continue to be underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields. This study examined the status of female academic staff and students offering STEM at Kyambogo University (KyU), Uganda. The status and trend of female to male ratio of academic staff and students were determined. Practical strategies and policies for narrowing the gender gap for students offering STEM were identified. The status and trend of female to male ratio of students was determined by analyzing Student’s Academic Registrar’s and graduation records for the academic year 2014-2018 . For academic staff, a gender analysis of Human Resources records was conducted based on the number of male or female academic staff teaching at the University in both STEM and non-STEM disciplines. There was an increase over time in student’s graduation from the Non-STEM fields with R 2 =0.3254 for the undergraduate programmes (P<0.05). The number of students in STEM fields declined gradually overtime, R 2 = 0.91; P<0.05). Male dominance among students and leadership position among academic staff in STEM and Non-STEM fields was evident. Difference between career pathways are causes for low female students and academic staff enrolment and teaching in STEM fields. The University needs to implement gender responsive programmes that enhance entry, retention, and participation in leadership positions for both female staff and students in STEM fields. Keywords: Status, Female Academic Staff and Students, STEM, Kyambogo University DOI: 10.7176/JEP/12-24-09 Publication date: August 31 st 2021

Highlights

Majority African societies are patriarchal with several restrictions on strategic interventions for transforming society (Tamale 2008)
The review and analysis were generally based on the number of male or female academic staff teaching at the University in various academic fields including those of STEM
3.1.1 Status of female to male ratio of academic staff in STEM and Non-STEM Departments Generally, the number of female academic staff in STEM and Non-STEM departments tended to be lower than the male academic staff, departmental faculty staff in STEM were 90 females compared 154 males, 154 in nonSTEM departments; and females (59) compared to males (111) in STEM departments

Summary

Introduction

Majority African societies are patriarchal with several restrictions on strategic interventions for transforming society (Tamale 2008). African patriarchal systems socially stratify and differentiate societies based on sex and societal roles in favor of males while constraining the roles and activities of females (Aina 1998). Contributing factors to this scenario is that women’s situations are universal, and globally women face a lack of access to, and control over resources and decision making (Parpart et al 1989). The postindependence period has seen a tremendous increment in the number of educated women on the continent and has presented more meaningful opportunities for women in the continent to demand equality of access to citizenship rights, resources, and representation (Pailey 2019). The observed trend is probably an indication that less females are enrolled to occupy leadership positions

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