通过解决性别不平等问题改革南非高等教育

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Anri Wheeler, Laurika Wiese
{"title":"通过解决性别不平等问题改革南非高等教育","authors":"Anri Wheeler, Laurika Wiese","doi":"10.1177/14779714241252739","DOIUrl":null,"url":null,"abstract":"Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.","PeriodicalId":53962,"journal":{"name":"Journal of Adult and Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Reforming higher education in South Africa by addressing gender inequalities\",\"authors\":\"Anri Wheeler, Laurika Wiese\",\"doi\":\"10.1177/14779714241252739\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.\",\"PeriodicalId\":53962,\"journal\":{\"name\":\"Journal of Adult and Continuing Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2024-05-16\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Adult and Continuing Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14779714241252739\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Adult and Continuing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14779714241252739","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

导言:南非有着独特的种族不平等历史,这反过来又造成了该国的性别不平等--在高等教 育中也是如此。性别平等是联合国可持续发展目标(SDGs)之一。高等教育可以通过在社区中树立榜样,为女性教职员工和学生创造健康和社会公正的条件,为实现这一可持续发展目标做出贡献。方法:来自南非一所理工大学各部门(学术、支持服务和业务人员)的女性员工参加了焦点小组讨论,以确定她们的性别平等经验。讨论中使用了引导性问题。对转录的焦点小组讨论进行了主题分析,并探讨了新出现的主题。结果一些男同事喜欢只与其他男同事一起工作,导致女性被排挤在外,感觉没有发言权。女员工报告说,她们受到学生的骚扰,很难处理好职业与家庭生活的关系。她们还担心自己的未来会因为性别而受到影响。服务部门的员工在与男学生、男员工和男主管的接触中获得了积极的体验。结论与启示为了促进高等教育机构的成长和发展,履行其为可持续发展目标做出贡献的职责,必须将性别平等放在首位。在重新认识性别平等时,应考虑到南非女性在高等教育中独特的传统和文化负担。通过将自己的努力与可持续发展目标相结合,大学可以为更加公平和可持续的未来做出贡献,为社会的转型变革铺平道路。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reforming higher education in South Africa by addressing gender inequalities
Introduction: South Africa has a unique history of racial inequality, which in turn contributed to gender inequalities in the country – also within higher education. Gender equality is one of the United Nations’ Sustainable Development Goals (SDGs). Higher education can contribute to this SDG by setting an example in the community for creating healthy and socially just conditions for their female staff and students. Methods: Female employees from all staff components (academic, support services, and operational staff) of a South African University of Technology participated in focus group discussions to determine their gender equality experiences. Facilitating questions were used to guide the conversations. Thematic analyses of the transcribed focus group discussions were conducted, and emerging themes were explored. Results: Some male colleagues prefer to work solely with other male colleagues, resulting in women being sidelined and feeling voiceless. Female employees reported being harassed by students and having difficulty managing professional and family life. They were also concerned about their future based on their gender. Services staff had positive experiences engaging with male students, staff, and supervisors. Conclusion and implications: It is imperative for higher education institutions’ growth and development and fulfilling their role in contributing to the SDGs that gender equality be prioritised. The unique traditional and cultural burdens of South African women in higher education should be taken into consideration when re-imagining gender equality. By aligning their efforts with the SDGs, universities can contribute to a more equitable and sustainable future, paving the way for transformative change within society.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Adult and Continuing Education
Journal of Adult and Continuing Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.30
自引率
10.50%
发文量
26
期刊介绍: The journal is peer-reviewed and focuses on international and national issues and is aimed at researchers, professionals and practitioners in all sectors. It publishes both research articles and reflections on policy and practice, and offers opportunities for all concerned with post-compulsory education to make contributions to debate.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信