Abstract:
For some time now Ghanaian women have been encouraged and empowered to take
active part in decision-making at all levels of society. It is, however, not plain-sailing for
women in positions of leadership, especially in the realm of politics. A programme of
qualitative research was therefore designed to explore the challenges that confront
women in the performance of their responsibilities as political leaders as well as unearth
ways of mitigating those challenges. Thirty participants, comprising ten assembly men,
ten assembly women, seven women in various party executive positions, one former
District Chief Executive, and two female Members of Parliament, were purposively
sampled for the study. The theoretical focus of the study was on liberal feminist theory
and Paulo Freire’s theory of the pedagogy of the oppressed. It emerged from the study
that paternalistic culture, dominated by men, imposes a set of double standards on female
leaders, especially politicians. They are on one hand expected by some people to exhibit
presumable male traits such as aggressiveness and assertiveness, while on the other hand
demonstrating perceived feminine traits such as calmness, shyness, weakness etc. The
different moral standards often set for women in leadership positions in politics restrict
them from being who they are, while many traditional and religious beliefs and practices
inhibit their performance as leaders. Moreover, financial constraints impede their efforts.
An appreciation of social diversity and for that matter the potential of females in politics
would as a first step enhance the recognition and acceptance accorded them. In order to
achieve this political mentoring of young females, financial support, and reform of
patriarchal structures are recommended.
Description:
A Thesis in the Department of SOCIAL STUDIES, Faculty of SOCIAL
SCIENCES Submitted to the School of Research and Graduate Studies
University of Education, Winneba, in partial fulfillment of the
requirement for the award of PhD IN SOCIAL STUDIES of the
UNIVERSITY OF EDUCATION, WINNEBA
MAY, 2015