A comprehensive analysis of gender dynamics in organizations: Integrating social, structural and individual dimensions
The article “A comprehensive analysis of gender dynamics in organizations: Integrating social, structural and individual dimensions,” by Dr. Mulu Hundera and Dr. Ir. Huub L.M. Mudde, recently published in the European Journal of Education, examines the systemic barriers contributing to gender inequality in Ethiopian Technical Vocational Education and Training (TVET) institutions. The study not only sheds light on gender inequality in Ethiopia but also contributes to global discussions on the systemic barriers women face in education and the workplace.
Using a qualitative approach grounded in the 4R framework—Representation, Resources, Reality, and Responses—the study analysed data from 96 interviews and focus group discussions across 12 TVET institutions. This method revealed that gender inequality arises from the interplay between individual, structural, and societal factors, creating a pervasive and self-reinforcing cycle of exclusion.
Key findings include the stark underrepresentation of women across roles. Women constitute only 11.5% of teaching staff and hold less than 10% of leadership positions, with negligible involvement in research and outreach activities, contributing to just 2% of successful grant proposals and publications. Leadership roles, predominantly held by men, grant access to critical resources such as training and ICT tools, while women are often assigned to administrative roles with limited career growth opportunities.
Structural barriers are pervasive. Despite government recommendations, none of the TVET institutions studied have implemented comprehensive gender equality plans. Affirmative action policies, where present, are inconsistently applied and met with resistance, reflecting institutional stagnation and deep-rooted societal norms that define leadership as male dominated. For instance, many organizations lack dedicated gender units or resources to support gender mainstreaming, further marginalizing women’s voices.
Societal attitudes worsen these barriers. Cultural biases portray women as less suited for leadership, citing emotional tendencies and family responsibilities. These stereotypes are internalized, leading to reduced self-confidence and reluctance to pursue senior roles. As one participant noted, "Women are encouraged to apply for leadership positions, but many hesitate due to systemic obstacles and fear of failure."
The article emphasizes that addressing gender inequality requires a multi-faceted approach. Individual interventions, such as mentorship programs, are insufficient alone. Enforceable gender equality policies, institutional accountability, and resources dedicated to gender mainstreaming are essential to dismantle structural barriers. Simultaneously, societal norms must be challenged through education and awareness campaigns that highlight women’s leadership capabilities and contributions.
This study underscores the urgent need for coordinated efforts across policy, organizational, and societal levels to empower women and foster gender equality in education and the workplace.
The full article, titled “A comprehensive analysis of gender dynamics in organizations: Integrating social, structural and individual dimensions,” is available in the European Journal of Education and can be accessed online via Wiley Online Library at https://onlinelibrary.wiley.com/doi/10.1111/ejed.12722
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