The Practices and Challenges of Implementing Gender-based Affirmative Action in Public Universities of Ethiopia

Abstract

Women constitute fifty percent of Ethiopia's population, yet their participation in higher education affairs is strikingly low. Thus, to redress past oppressive practices and address inequalities and discrimination, gender-based affirmative action is being practiced in higher education institutions. Therefore, this study was conducted to assess the status and challenges of implementing gender-based affirmative action in public universities of Ethiopia. To achieve this aim, five public universities, namely Dilla University, Hawassa University, Bule Hora University, Walayta Sodo University, and Madda Walabu University, were purposively selected. The necessary data for this study were gathered through three data collection instruments: questionnaires, interviews, and document analysis, from academic staff, gender office directors, and academic leaders (i.e., vice presidents, deans, and directors) of the universities. The data gathered were examined using both quantitative and qualitative analysis methods. Following the study, it was found that although the universities under investigation had gender-based affirmative action policies, they were not adequately implemented. Numerous barriers, such as socio-cultural factors, individual/self-factors (i.e., lack of self-confidence), and policy factors, have significantly affected their effective implementation. It was also recommended that, to increase the visibility of women in universities, preference should be given to deserving female academics through recruitment, scholarships, research grants, leadership positions, promotions, job transfers, and training through affirmative action. Moreover, the universities’ leaders and other concerned bodies should make tireless efforts to alleviate, or at least minimize, obstacles that hinder the effective implementation of gender-based affirmative action.