Abstract
Syrian women face many barriers and restrictions on the way to legitimate their roles in the formal economy and the higher education sector. This paper examines the higher education environment in Syria, highlighting the situation after 2011. The purpose of this research is to conduct a situation analysis of Syrian female students’ empowerment in the higher education environment. The study object is the private Syrian university used to identify the main barriers and restrictions in the higher education sector and determine training areas for solving the before-mentioned issues. The methodology applied in this research employs a quantitative approach through the design of a structured questionnaire. The findings exposed the importance to develop further investigations on the integration of gender equality into the university strategy. Therefore, a lack of awareness of gender equality and equity is a significant area for development and study at Syrian universities. The obtained results in the field of female students’ empowerment demonstrated adequate levels of motivation to pursue a career in academia and interest in studying gender-oriented courses. However, gender issues have not integrated into the university course offerings and curriculum. This study covers the policies related to institutional support are areas of investigation. Besides, the research results showed that stereotypes and social expectations exist are considered to be the challenges that require examination. Technological skills, soft skills, and leadership skills were determined as an array of training that was needed by female students. Self-empowerment was recognized as critical training for female students. Developing management, leadership, and networking skills were also identified as a training need for female students. Keywords: female, gender, student, higher education, women empowerment, university.
Highlights
Based on numerous research results, women in Syria face many barriers and various restrictions that often preclude access to legitimate roles in the formal economy and in the higher education sector (Sidani 2005; 2016; Sindi 2015; Afiouni et al, 2020; Makarem et al, 2019)
Factors examined at the personal level included female student motivation to choose an academic career, characteristics associated with a female role model, and preferred gender-oriented courses
The analysis of female students’ motivation indicated that 67% of females had the motivation to follow an academic world occupation after graduation, while 33% did not.In turn, the results of analyzing the reasons preventing them from choosing this career direction, 64% indicated that they realized better possibilities and options in other business sectors
Summary
Based on numerous research results, women in Syria face many barriers and various restrictions that often preclude access to legitimate roles (managerial positions, board membership, etc.) in the formal economy and in the higher education sector (Sidani 2005; 2016; Sindi 2015; Afiouni et al, 2020; Makarem et al, 2019). For solving before-mentioned issues, this research examines a situation analysis of Syrian female students’ empowerment at Arab International University by investigating dimensions, which influence female students’ experience and career progression. The methodology of this research is a survey (questionnaire) applied to identify Syrian female students’ current situation in a higher education environment. The dimension comprised of stereotypes, prejudices, and social expectations. The analysis indicated that 47% of respondents accompanied stereotypes, including questioning the competence (knowledge, abilities and skills) to perform effectively and accomplish study results. 21% of respondents considered their ability to make decisions were issued, 19% perceived that their competence to lead students’ group was questioned, and 13% indicated the stereotype such as questioning their ability to solve problems related to studies (Table 6)
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