Topical Reading 1: Identify at least 2 articles related to your topic of interest. my first topical reading is towards gender inequality.

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Task: Identify at least 2 articles related to your topic of interest.  Following the prompts given my second topical reading is centered in my interest in SDG goals 4 and 5.

Prompts: A summary of each article, my assessment of the article, open questions or concerns, how these articles will inform your thinking about your topic/area of interest, and Synthesize (compare, contrast, draw commonalities)

 

Article 1: Shepherd, S. (2017). Why are there so few female leaders in higher education: A case of structure or agency?

Summary: This article examines the underrepresentation of women in leadership roles in higher education through the lens of structure and agency. Shepherd identifies systemic barriers (e.g., institutional policies, workplace culture) and individual factors (e.g., confidence, career aspirations) that hinder women’s progression. Nevertheless, she challenges the belief that a lack of confidence or ambition (agency) is the primary reason for this underrepresentation, emphasizing the need for structural changes to promote gender equity. there is a specific mention of deputy and pro-vice-chancellor positions in pre-1992 English universities which is the area that struck me as she tries to investigate the dynamics surrounding these positions as part of its analysis of female underrepresentation whether this is due to systemic barriers, such as biased promotion practices, or individual agency, such as self-selection out of leadership pathways.

Article 2: Kam & Lee (2024) - "Female Representation in Academia: Are Women Underrepresented among Faculty at Public Colleges and Universities?"

Summary: Kam and Lee investigate gender representation among faculty in public colleges and universities, in South Korea. they analyzed data from 2000 to 2022, revealing that public institutions generally lag behind private institutions in recruiting female faculty. However, focusing on disparities in hiring, promotion, and leadership roles. They found a significant underrepresentation of women. The area of highlight for me is the research in finding the gender gap within faculties/colleges or schools.  The study identifies significant disparities in fields such as education, while other fields like computer science, biology, and economics show no significant difference. The findings suggest the necessity for college-major-specific policies to promote gender equity.

 

Article 3. Moodly & Toni (2022) - "Women's Academic Leadership in Higher Education Institutions in South Africa"

Summary: Moodly and Toni's focus in this article is on the lack of visible female role models in academic leadership in South Africa. The study highlights systemic barriers like institutionalized sexism and the absence of mentorship opportunities, they also mentioned major societal expectations which are very evident in African settings that deter women from pursuing senior headship or leadership despite various initiatives and policies. The highlight for me in this article is the need for intentionality regarding having mentors or role models to inspire and support women in academia. They advocate for structural changes and the creation of an inclusive environment.

Article 4. Omotoso's (2020) study on women’s leadership in Nigerian higher education

Summary Omotoso investigates the challenges faced by women in leadership roles within Nigerian higher education. The study identifies cultural and societal barriers, such as patriarchal norms, religious constraints, and lack of institutional support, which contribute to the low representation of women in leadership. The research highlights that "sticky floors", intra-feminist issues, such as the lack of solidarity among women and internal dynamics despite their numbers prevent women from advancing to senior leadership roles.  In essence, they called for symbiotic interactionism, where female academics support each other to overcome these barriers and achieve higher leadership positions. And this remains the highlight of the article for me. Even as they advocate for systemic reforms to address these challenges.

 

 

My assessment of Articles

Shepherd (2017): Highly reliable due to its focus on structural factors and use of empirical data from a specific context (pre-1992 English universities). The study's emphasis on structural barriers aligns with broader sociological research on gender inequality. However, for its findings, I would say it is context-specific and requires broader comparisons for global applicability.

Kam & Lee (2024): for my assessment, following that the article was published in the Korea Citation Index and uses recent longitudinal data from public and private institutions to provide a broad and detailed analysis of gender representation trends over time. 3 years.

Moodly & Toni (2022): Reliable, with a focus on policy analysis and qualitative insights from South African higher education. The study's examination of enabling policies and the role of female role models provides valuable context-specific insights. however, the emphasis on female mentorship isn’t completely the best recommendation.  Even though it is a gendered discourse, there are roles that men can play as allies in these mentorship efforts to achieve the desired result of equality.

Omotoso, S. A. (2020). The study is based on ethnographic research, for me, Omotoso's analysis of internal dynamics and intra-feminist issues adds a unique perspective (women supporting women) to the discussion on gender equity. However, its focus on middle-level leadership may limit the generalizability of the findings to other levels of academic leadership.

Open Questions or Concerns

My concern given that the four articles share a common focus on examining the underrepresentation of women in senior leadership roles within higher education. The question I would want to raise is What specific policies and interventions could effectively narrow the gender gap? In my model, diversity + inclusion is =equal to equity. While diversity is necessary and could be mandatory, inclusion is voluntary and requires willingness. Given the research and findings, it is also viable to note that the majority are not willing to take up senior leadership positions. Could there be a policy that would support mandatory inclusion?  These are my thoughts, personal questions, and concerns.

How it informs my Thinking

 These articles provide a comprehensive understanding of the systemic barriers and other challenges example issues of sexism, and patriarchy which reinforce each other, maintaining systemic inequalities and limiting opportunities for women leadership globally. By examining diverse geographical contexts (England, South Korea, South Africa, Nigeria, etc. I have gained a broader perspective on common challenges.

They all offer valuable insights into the structural changes needed to promote gender equity, these studies reinforce the importance of dismantling implicit biases the focus on mentorship and role models offers practical strategies for achieving gender equality in academia. aligning with SDG Goal 5 (Gender Equality).

Synthesis: (Commonalities and Contrasts)

• All four articles highlight the importance of structural and institutional changes to address gender imbalances in higher education leadership.
• Despite different contexts, all articles underline the necessity of creating inclusive environments that support women's career advancement.
• The common theme is the need for systemic and institutional reforms to achieve gender equity in higher education leadership, contributing to SDG Goal 5.

References.

Shepherd, S. (2017). Why are there so few female leaders in higher education: A case of structure or agency? Management in Education, 31(2), 82-87.

 Kam, J., & Lee, S. H. (2024). Female Representation in Academia: Are Women Underrepresented among Faculty at Public Colleges and Universities? Korea Citation Index

Moodly, A. L., & Toni, N. (2022). Women's Academic Leadership in Higher Education Institutions in South Africa: Where are the Role Models? Journal of Higher Education Policy and Management, 44(1), 123-135

Omotoso, S. A. (2020). Barriers to middle-level academic leadership for female academics in Nigerian higher education. Journal of Higher Education in Africa, 18(2), 77-98.