Career progression experiences of female lecturers in the University of Education, Winneba

Abstract

This study explored the career progression experiences of female lecturers at the Winneba Campus of University of Education. Specifically, the study explored the factors that motivate females to nurture career in tertiary educational institutions in Ghana, challenges faced by female academics in career progression, strategies to success from the lived experiences of female academics and the support systems that female academicians believe their organisation should put in place to facilitate their career progression. The qualitative study employed phenomenological design and interview guide was used to gather the primary data. Maximum variation; a kind of Purposive sampling technique was used to select nine (9) participants for the study. Thematic analysis was employed the in data analysis. The study revealed that both intrinsic and extrinsic factors motivate females to enter into academia and progress in it. It was also found that inadequate policies to ensure gender equity, stereotyping, heavy workload, difficulty in balancing work and family responsibilities, lack of female mentors and role models impede the career progression of female academics. The study concluded among other things that home responsibilities determined by gender roles and patriarchy which are all rooted in culture and perpetuated by early socialisation explain the challenges female academicians face to a larger extent. The study recommended among other things that society and government should make deliberate effort to bring about cultural change which would not disadvantage any sex. Government should vigorously implement affirmative action laws to take care of the challenges facing females.