Microsoft Word doctoral thesis final[1]. doc

 
3.4  
SUMMARY 
 
As background to the discussion in chapters two and three, this chapter has presented an 
analysis of the position of academic women in South Africa and the UK. Statistical 
information shows the extent of progress made in the representation of women in various 
academic ranks. In South Africa as in the UK, there is a noticeable degree of progress 
though academic women still form the minority in the upper ranks of the academic 
hierarchy.  
 
Obstacles to the advancement in general of women in higher education and black women 
in particular as identified internationally by researchers were discussed. Particular 
attention to research findings on barriers affecting academic women in South Africa and 
the UK was given. 
 
Ultimately women academics find themselves in a ‘catch 22’ situation.  The barriers of 
race, ethnicity, class and sex highlight the fact that although academic women may 
experience similar obstacles to their advancement, their experiences may differ in 
significant ways as a result of class, race and ethnicity.  
 
Black women academics face the double discrimination of sex and race. Studies of the 
differential impact of gender, class and race on different women show the need to 
consider a differentiated analysis of the experiences of women in order to provide 
appropriate advice and design suitable programmes. In order to advance their careers, 
they need to have a doctorate. To be promoted to the professoriate they have to show 
evidence of research productivity. On the other hand, to have the doctorate and to be 

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productive in research and publication, women require time and resources, both of which 
require a great deal of extra effort from academic women. These women are frequently 
burdened with university committee work, departmental administrative tasks and 
teaching undergraduate students.  
 
Three categories of barriers were selected for examination for the purposes of this thesis: 
▪   
personal/psychological  
▪   
socio-economic/ cultural 
▪   
structural/systemic.  
 
These barriers are discussed in the context of the advance of their careers of women 
academics into leadership and management positions. It was found that personal/ 
psychological barriers which affect women’s advance in the academic world include of 
women academics poor self-image, lack of confidence, fear of success as well as role 
conflict. Suggested strategies for overcoming these barriers include training women to 
improve their self-image, to resolve role conflict internally and to have high aspirations 
and believe in their ability to lead. Socio-economic/cultural barriers include traditional 
societal perceptions and attitudes regarding the role of women and their career aspirations 
and how these limit the hopes of women wishing to progress in academic circles. Among 
solutions suggested for overcoming these barriers are campaigns which should be held to 
raise people’s consciousness concerning to gender issues; diminishing all negative 
stereotypes or attitudes which create an environment not conducive to the advancement 
of women and provision for assertiveness training and appropriate maternity/paternity 
leave. 
 
The main structural/systemic obstacles identified are related to recruitment, selection and 
hiring procedures, career-development and promotion policies. Barriers observed consist 
of ‘gate-keeping’ practices in research and publication (which aspects are considered the 
chief criteria for promotion); hiring practices which favour certain age groups and 
disregard the slow progress of women in advancing to the desired levels by an 
‘acceptable’ age; casualisation of women; selection committees comprising senior males 
who seem to emphasise the woman’s ability to adapt  rather than her academic 

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credentials; vague criteria for promotion; lack of access to information-sharing networks; 
the persistence of the ‘glass ceiling’ and preconceived notions  of what constitutes 
‘women’s work’ and ‘men’s work’. The persistence of   ‘hegemonic masculinities’ in 
academic circles ensures that more men than women are promoted to the top. 
  
Among the suggested strategies for surmounting systemic obstacles are: the formulation 
of and adherence to unambiguous formal policies for evaluation and promotion; the 
development of unbiased recruitment, selection and employment procedures; provision of 
equal access to information and networks regarding funding sources for research and 
publication; awareness of the barriers to productivity and the implications of certain 
choices; expansion of career opportunities for women and  development of new career 
paths  that include lateral moves and other directions; exposure and elimination of 
barriers to research productivity which are beyond the choice or control of women; 
creating visibility and recognition for oneself through focusing on a special area of 
research;  establishment of mentoring and networking programmes for developing 
academic women and their research as well as providing opportunities  for women to 
improve their credentials. Meyerson and Ely (2003:140) advocate a pertinent strategy for 
bringing about structural change to improve the advancement of women to leadership, “a 
series of localised incremental changes in workplace practices – rather than a wholesale 
revolution or simply promoting more women into leadership roles.” 
 
In conclusion, it is apparent from this review of the literature on barriers to women’s 
advancement in higher education that the problem still exists even in advanced countries 
like the UK, USA and Australia, where equal opportunities legislation has long been in 
force. In South Africa, the problem of women’s under-representation and unequal 
opportunities in the academic world has only recently been paid serious attention. 
Progress is evident but it is very slow owing to the gap that exists between the 
advancement of male academics and female academics. The few studies that have been 
conducted in universities attest to this slow growth and point to the existence of barriers, 
within and without the academic world, which hinder the advancement of women 
academics to positions of leadership and management. Identifying these barriers and 
systematically dismantling them will be a long and arduous process. But if women, men, 

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academe and society were to recognise and acknowledge the existence of these obstacles, 
an important first step towards their eradication will be taken. 
 
 In chapter 4 the author details the research design and methodology used to study the 
experiences of women in management in universities in the two countries selected for 
this study. The topic under discussion begins with the theoretical foundation of 
quantitative methodology followed by the choice of data collection method and the 
design of the study including the sample population. This includes the selection of  the 
informants and how they were located, the  instrument development, data collection and 
lastly, the analysis plan. 
 
 

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