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thesis

3.3.2.2   Strategies for overcoming the barriers 
 
Various strategies have been suggested regarding how to dismantle personal, socio-
cultural and institutional barriers to the progress of academic women in higher education 
and in educational management (Fine 2003, Zulu 2003, King 1997, Astin & Davis 1993, 
O’Leary & Lie 1990, O’Leary V.E. & Mitchell J.M. 1990, Greyvenstein 1989, Wilson & 
Byrne 1987, Sutherland 1985, Cummings 1979, Soldewell 1979, King 1997). 
 
Cummings (1979:66) suggests several solutions for overcoming barriers to women's 
advancement in the job hierarchy in higher education. Among these is the need to 
"understand the patterns of management and control" in their own institutions. This 
involves knowing who makes policy, who implements it, who makes decisions, what the 
long-range plans of the institution are, what the budget is, and how it is put together. 
Cummings also emphasises the need for women to 'network', to be visible, to take part in 
training programmes designed to prepare participants for academic leadership and to do 
degree programmes in higher education administration. Astin and Bayer (1979) 
recommend that for women to be productive in research and publication in order to gain 
promotion, they need to: 
 
•  familiarise themselves with networks and resources necessary for publishing 
successfully   
•  subscribe to many journals  
•  improve their credentials 


 
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•  be motivated 
•  have the support of family and spouse 
•  possess the required skills. 
 
Strategies for overcoming the barriers of racism, sexism and ethnicity which various 
researchers have suggested for black women in leadership and management are to: 
  
•  learn about the culture of the organisation [in which you work] (Green 1997:156 
Miller & Vaughn  1997:187) 
•  build external support outside [your] unit or department to embrace the wider 
campus/other campuses or organisations (Green 1997:156). 
•  keep strong ties with family, church and community; affiliations with these help 
relieve stress by providing creative outlets and sources of renewal; family 
provides continuity of identity and a reality base as it is supportive, nurturing and 
corrective (Reid Wolfman   1997);  family and community serve as havens for 
emotional support, protection and stability as one transcends the challenges and 
meets the opportunities of the workplace culture (Miller & Vaughn 1997:182). 
•  obtain formal preparation in administration and leadership 
•   make use of advice and counsel of mentors; mentor others 
•   develop strong personal and professional networks 
•   acquire appropriate skills and competences necessary for administrative positions 
(Miller & Vaughn 1997:182) 
•  be aware that sexism and racism can affect your career
                             
don’t lose your balance over sexist comments (Powney 1997:53) 
•  serve on key university committees to get opportunity to interact and be 
recognised by top university administrators 
•   develop a track record that attracts the attention of others 
•   develop collegial, non-threatening relationships with staff and faculty 
•   excel at the lower step on the ladder before giving consideration to the next step 
•   give the same attention to your current appointment as you would the presidency 
or vice presidency [vice chancellorship/deputy vice chancellorship]  


 
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•  (Dawson 1997:199). 
 
Some environmental strategies are: 
•  the university or college community must examine the practices in which it 
traditionally engages and assesses the degree of stereotyping and misinformed 
assumptions which are being perpetrated (Trotman Reid 1990:158) 
•  building a local university network of ethnic minorities at various levels 
throughout the campus to establish a supportive environment (Trotman Reid 
1990:151) 
•  joining groups on the university campus that are influential in changing 
university policies and practices to prevent discrimination and oppression  
•  participation on permanent committees formed to explore and report on 
professional climate issues and to make campus-wide recommendations (Daniel 
1997:176) 
•  institutional policies and practice to support those individual women striving 
against sexism to become managers (Powney 1997:55) 
•  proper staff recruitment, appointment and promotion procedures should be 
implemented and backed up by effective appraisal schemes and a coherent staff 
development programme (Powney 1997: 56). 
 

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