| dc.description.abstract | This study is an exploration of the issues which face women in post secondary education administration in Kenya. Women dominate the primary level administration and secondary level adminstration in the girls' schools. At higher levels of administration and post secondary adminstration, the relative number of women administrators decline sharply. Various explanations are given for this scarcity of women in education administration. This study set out to examine how women responded to the barriers or impediments they face in the entry and advancement in education adminstration.
It is a qualitative study drawing from interviews with ten women administrators in post secondary education in Kenya who describe their experiences of coping with their responsibilities at work and at home. These women are administrators in universities, teachers colleges, polytechnics, the inspectorate, the teachers service commission and Kenya Education Staff Institute.
The chief argument is that gender with all the assumptions and attitudes it carries of sex-role stereotyping, discrimination, and of family responsibilities is responsible to a great extent for the opportunities and experiences that women are allowed to gain.
The findings show that there are various points at which women in education adminstration in Kenya face gendered biases, particularly at hiring transition and promotion. Some workplace policies and practices also act as barriers to women in administration. Away from the workplace, the double demands placed on women and the expectations influence a great deal the participation of women in educational administration in Kenya. | |
