Challenges of female student leaders in selected universities in Ghana

Abstract

The study explored the challenges of student leaders who are female in selected universities in Ghana. It emphasised how these leaders navigate gender dynamics within academic headship roles. Theories that underpinned this investigation encompass Role Congruity Theory-exploring biases against womanhood in leadership roles; Social Identity Theory-elucidating group-based leadership perceptions; and Resilience Theory exploring how female leaders can successfully adapt to challenging situations. These were complimented by the interpretivist paradigm. The study employed a qualitative approach, utilising a phenomenological design. It included four (4) public universities, Kwame Nkrumah University of Science and Technology, University of Cape Coast, University of Education, Winneba and University of Development Studies using purposive sampling technique to select eighteen (18) participants. Instruments, such as focus group discussion and interview guides were used. The data were analysed using a thematic approach which involved classifying and interpreting recurring patterns and important ideas. It was discovered that some participants felt social expectations are in congruence with specific “feminine” roles, whereas others saw their gender as motivating factor to break stereotypes. It was also revealed that female student leaders are often marginalised when presenting their opinions in male dominated environment. There is a beneficial outcome of female student‟s leadership in terms of advancement in presentation skills, problem-solving skills, and self-confidence. It was concluded that, though the pathway to female leadership development were not smooth, their experiences conveyed a deep reflection. The study highlighted the need for mentors and teachers to assist female learners to identify their capabilities regarding leadership in their explorative stage, particularly in early stage of their education. This will motivate them to explore their potentials and enhance their leadership skills. In bringing gender stereotype to a minimum, universities should incorporate gender sensitisation programmes through engagement with the Student‟s Representative Council to promote inclusive leadership environments. Series of programmes should be organized by the Dean of Student‟s Affairs through seminars in order to equip female students pursuing their leadership dreams with skills mandated for leadership in universities.