Higher Education Leadership Agency in Mainstreaming Gender Equality: Insights From Universities in Kazakhstan

Abstract

This qualitative study explores the perspectives of senior leadership on gender equality within higher education institutions (HEIs) in Kazakhstan, addressing a gap in the literature on the agency of senior leaders in mainstreaming gender equality in post-Soviet contexts. Kazakhstan is a significant case due to its high ranking on gender indicators in Central Asia and its unique blend of modernization and traditional gender discourses. We interviewed 13 leaders across 10 universities to analyze how they perceive the relationship between gender and education and their potential role in advancing gender equality. Utilizing Butler's theory of performativity, our analysis reveals that senior leaders disregard structural or institutional gender-related concerns. They tend to uphold and embody traditional gender norms and attribute existing gender inequalities to cultural norms which limit their agency. While leaders acknowledge the role of higher education in promoting gender equality, they perceive gender issues as resistant to change, which creates obstacles to effective gender mainstreaming. The findings provide insights into reimagining gender mainstreaming strategies in HEIs in post-Soviet contexts and beyond.