GENDER DIVERSITY MANAGEMENT IN ETHIOPIAN PUBLIC HIGHER EDUCATION INSTITUTIONS: PERCEPTIONS AND POLICY PRACTICES

Oct 15, 2026

Gender diversity management (GDM) in education has received increasing scholarly and policy attention, yet limited research has examined how stakeholders perceive and implement GDM policies in Ethiopian public higher education institutions. This article investigates perceptions and policy practices in five selected Ethiopian public HEIs using mixed methods. Quantitative data were collected from 395 undergraduate students and complemented by qualitative input from 34 participants, with SPSS analysis, narrative inquiry, and document review. Findings indicate inadequate GDM policy implementation alongside relatively low perceptions. Results inform priorities for policy revision aligned with twenty-first century needs.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Background and rationale

Gender gaps and barriers in HEIs

Role of perceptions

GDM policy aims and challenges

Context in Ethiopia

Methodology

Mixed-methods design and participants

Quantitative analysis approach

Qualitative narrative inquiry and document analysis

Findings and implications

Policy implementation versus perceptions

Recommendations for policy improvement

GENDER DIVERSITY MANAGEMENT IN ETHIOPIAN PUBLIC HIGHER EDUCATION INSTITUTIONS: PERCEPTIONS AND POLICY PRACTICES EASAW ALEMAYEHU ASSEFA ABEBAW YIRGA ADAMU Addis Ababa University, Ethiopia ABSTRACT In the past four decades, it is interesting to note that the issue of gender diversity management (GDM) in education has attracted scholarly and policy attention. However, there has been little or no study on the perceptions and policy practices of GDM in Ethiopian public higher education institutions (HEIs). Therefore, the purpose of this article was to explore the perceptionsand policy practices of the GDM in the selected five Ethiopian public HEIs. It was also aimed to provide insights that might guide practical and successful interventions as well as ideas for improvements. Employing mixed methods, a total of 395 regular undergraduate students (N=395) were recruited to take part in the quantitative phase of the study, while an additional group of 34 individuals (N=34) was sought to participate in the qualitative part. In total,(N=429) respondents participated in the study. A survey questionnaire comprising fourteen items was developed and subsequently analyzed using SPSS version 25. A narrative inquiry approach was also used for semistructured interview analysis that allowed participants to present their tales. To substantiate data generated through questionnaires & interviews, further document analysis was also conducted. The results show that inadequate GDM policy is being implemented on top of a lower perception of it, even in an environment where policy is generally positive. Additionally, this survey offered a substantial amount of new insight into perceptions and policy practices regarding GDM. Ethiopian public HEIs need to identify areas for improvement and revise and implement policies that are aligned with the needs and expectations of twenty first century’s GDM issues. INTRODUCTION In the past four decades, it is interesting to note that the issue of gender diversity management (GDM) in education has attracted scholarly and policy attention (Wieczorek-Szymańska, 2020) . Since then, efforts to narrow the gender diversity gap in HEIs have risen in favor of promoting equitable education for men and women (Hurst, 2020) . Gender diversity refers to the existence of diverse gender identities within a community or organization (Kaur & Arora, 2020) . GDM in higher education institutions (HEIs) involves intentional steps to promote equality, inclusion, and equitable opportunities for all genders (Klein, 2016) . Promoting gender equality in education is crucial for reducing poverty, promoting sustainable development, and building good governance, as emphasized by Kofi Annan, the UN's seventh Secretary-General,“Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance”(UNDP, 2018, p,1) . However, despite efforts, a gender gap still exists in HEIs, favoring men in many developing nations, particularly in Africa (Allan, 2012) . Female's involvement in HEIs varies across national, disciplinary and institutional borders, both in developed and developing countries (David, 2015) . Studies indicate that female students'participation in HEIs tends to decline as they progress from secondary education (UNESCO, 2016) . Obstacles such as double home responsibilities, low self-esteem, limited GDM practices, and lack of family support can impede female students' progress (Lin, 2016) . These challenges often lead to dropout rates among female students (Paudel, 2019) . Educational Planning | Winter 2024 27 Vol. 31, No. 1 Perceptions play a significant role in shaping individuals' understanding of reality (Rudhumbu & Chawawal, 2014) . Students' perceptions of diversity management are critical, regardless of whether they align with the actual situation. Assessing perceptions related to GDM is vital for makin

FAQs

What is the main objective of the study on gender diversity management (GDM)?

To explore stakeholders’ perceptions and the policy practices of GDM in selected Ethiopian public higher education institutions and provide insights for effective interventions and improvements.

What research methods were used to investigate GDM perceptions and policy practices?

A mixed-methods approach was used: a quantitative survey with 14 items analyzed using SPSS version 25, qualitative narrative inquiry from semistructured interviews, and additional document analysis.

What did the study find about the relationship between GDM policy and stakeholder perceptions?

It found that inadequate GDM policy implementation occurs alongside a lower perception of GDM, even in an environment where policy is generally positive.

Oct 15, 2026

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