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A Study of Women Faculty and Administrators in Selected Public Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana A dissertation presented to the faculty of the College of Education of Ohio University In partial fulfillment of the requirements for the degree Doctor of Philosophy Augustina Adusah-Karikari June 2008 2 © 2008 Augustina Adusah-Karikari All Rights Reserved 3 This dissertation titled Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana by AUGUSTINA ADUSAH-KARIKARI has been approved for the Department of Educational Studies and the College of Education by Francis E. Godwyll Assistant Professor of Educational Studies Renée A. Middleton Dean, College of Education 4 ABSTRACT ADUSAH-KARIKARI, AUGUSTINA, Ph.D., June 2008, Curriculum and Instruction, Cultural Studies Experiences of Women in Higher Education: A Study of Women Faculty and Administrators in Selected Public Universities in Ghana. (203 pp.) Director of Dissertation: Francis E. Godwyll Recent research on women’s experiences in higher education in Ghana is limited. These few studies have been insufficient, therefore, to serve as a basis for rectifying the ongoing gender imbalances in higher education. Higher education is the portal to enhancing the status of women, especially in developing societies such as Ghana. Increasing the numbers of women in higher education is not the only answer to obtaining gender equality. Pragmatic solutions are needed to improve gender equality. This study sought to examine the experiences of women in higher education in Ghana by considering the challenges that women face as faculty and administrators. It explored factors that contribute to the underrepresentation of women in senior positions within the universities and further investigated the policies that have been adopted to influence gender equity. Postcolonial feminist theory, which asserts that women were doubly colonialized by imperial and patriarchal ideologies, offers a reasonable way to understand the experiences of women in higher education in Ghana. Twenty faculty members and administrators representing three public universities were selected for this study. 5 Interviews were adopted to highlight the importance of the women’s individual voices on issues that affect them. Research findings from in-depth interviews and document analysis showed that women faculty and administrators were highly underrepresented. The majority of respondents cited conflicts in managing their multiple roles as mothers, wives and workers, interrupted careers, impact of family dynamics, lack of mentoring and networks, and the power of the “old boys” network as key issues. The results showed a mixed perception of the prioritization of gender issues within the structures of the institutions. It further revealed that two of the universities in the study have instituted Gender Units to focus on gender issues. Additionally, there is a provision for externally funded opportunities for female faculty and administrators at the universities. However, the patriarchal culture of the universities serves to undermine women’s authority and frames their identity in subordinated paradigms. The participants of the study exhibited attributes such as perseverance, ability to plan, and the determination to succeed as pivotal characteristics that aided them in their struggle to advance. Approved: _____________________________________________________________ Francis E. Godwyll Assistant Professor of Educational Studies 6 I wish to dedicate this Work to my parents, Fred and Christiana Ampofo-Tawiah, my dearest husband Albert Karikari Adusah and my children, Afia Dakoa and Akua Obenewa Adusah-Karikari 7 ACKNOWLEDGMENTS To God be the glory, great things he hath done. I have come this far in life by the abundant grace of God, the strength of my life. I am eternally grateful to Him. I acknowledge with appreciation, my advisor, Dr. Francis Godwyll, for his guidance through out my doctoral studies and this research. I am grateful for sharing his invaluable knowledge and guidance throughout this dissertation. I am indebted to my dissertation committee members, Dr. Rosalie Romano, Dr. Marc Cutright and Dr. George Johanson for their commitment, constructive feedback and indispensable suggestions that greatly improved the content of this dissertation. I owe a large debt to my extended family, particularly my parents, Mr. and Mrs. Fred Ampofo-Tawiah for taking care of my children whilst I concentrated on my studies; my siblings, Felicia and Bernard, for their encouragement; and to my in-laws Mama Doris, Cynthia, Ernest, Kwaku and Gerty for their unfailing support. To my husband, Albert Karikari Adusah, who really comes first for without his love, companionship, confidence, discernment, sacrifices, judgment and encouragement, none of this would ever have gotten done. Thank you for the faith you had in me; you helped me stay on track. To our daughters, Afia Dakoa and Akua Obenewa, you are the source of our inspiration in life. And finally, many thanks to all my friends and loved ones who in diverse ways gave generously of their time, knowledge, support and prayers throughout my academic journey. May God richly bless you all. 8 TABLE OF CONTENTS ABSTRACT ........................................................................................................................4 DEDICATION .....................................................................................................................6 ACKNOWLEDGEMENTS .................................................................................................7 LIST OF TABLES .............................................................................................................12 LIST OF FIGURES ...........................................................................................................13 CHAPTER ONE ................................................................................................................14 Introduction………………………………………………………………………14 Background of the Study…………………………………………………….......14 Statement of the Problem………………………………………………………...27 Purpose of the Study……………………………………………………………..28 Research Questions………………………………………………………….…...29 Significance of the Study……………….………………………………………..30 Delimitations and Limitations of the Study……………………………………..31 Definition of Terms……………………………………………………………...32 Organization of the Study…………...…………………………………….…….33 CHAPTER TWO………………………………………………………………………...34 Literature Review………………………………………………………………...34 Experiences of Women in Higher Education in Developed Countries…………..35 Experience of Women in Higher Education in Africa.…………………………..46 Background: Women in Ghana…………………………………………………..53 Background: Women and Higher Education in Ghana…………………….…….56 9 Theoretical Framework…………..……………..………………………………..61 CHAPTER THREE……………………………………………………………………...68 Methodology…………………………………………………….……………….68 Research Design…………….……………………………………………………68 Site Selection...…..…………….…………………………………………………69 Selection of Participants…………………………………………………………70 Data Sources and Collection Procedures………………………………………...71 Data Sources………….………………………………………………….71 Interviewing………………………….…………………………………..73 Participant Observation and Document……………………….…………75 Member Checking………………………………………….…………………….76 Interpretation of Data………………………………………………….…………77 The Researcher………………………….………………………………………..78 Reflections from the Field…………………………………….…………………79 CHAPTER FOUR………………………………………………………………………..81 Discussion of Results………………………….………………………………....81 Introduction……………………………………………….……………………...81 Background of Sample………………….………………………………………..82 Early experiences of females that impact their career paths………………….…..85 Sociocultural factors………………..……………………………………86 Influence/Attitude of Family Members in Girls' Education…………..…90 Contributing Factors to the Underrepresentation of women in Senior Faculty and 10 Administrative Positions……………………………………..…………………..94 "Managing" Multiple Roles of Women: Mother, Wife and Worker…….95 Impact of Family Dynamics on Career…………………………………101 Interrupted Career/Career Breaks………………………………………105 Challenges and Opportunities Women Experience as Faculty and Administrators......................................................................................................107 Women Academics and Administrators as a Minority……………..…..108 Mentoring and Networks………..……………………………………...115 Perception of the Woman as a Mother………………………..………...120 Undermining the Woman's Ability/Authority………………………..…122 Salary and Maternity Leave……………………..……………………...126 Written/Unwritten Policies Adopted by the Universities that Influence Gender Equity……………………...................................................................................130 Establishment of Institutional Support…………..……………………...130 Access to Higher Education for Females……………..………………...139 Provision of Funds and Scholarships for Women…………….………..143 Common Attributes and Strategies among Women who have succeeded in Higher Education Teaching and Administration………………………………….……149 Determination to Succeed………………………………………………149 Perseverance……………………………………………………………151 Planning……………………………………..………………………….153 Conclusion……………………………………………………………...156 11 CHAPTER FIVE……………………………………………………………………….158 Summary, Conclusions and Recommendations……..………………………….158 Summary…………………….………………………………………………….158 Major Findings……….…………………………………………………………160 Sociocultural Practices………..………………………………………...160 Mothers as Academics/Administrators……..…………………………..163
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