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Start date: 2025Geographical Area: search.filters.geographical.Africa

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  • Item type:Publication,
    Changing the narrative: Resilience of women in STEM in sub-Saharan Africa and institutional innovations to advance equity Open PDF 
    (Public Library of Science (PLoS), 2026-01-21)
    Fisher, Monica
    ;
    Nyabaro, Violet
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    Mendum, Ruth
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    Ganguly, Sujata
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    Osiru, Moses
    Gender disparities in science, technology, engineering, and mathematics (STEM) remain pronounced in many African countries, particularly at the postgraduate level. This study explores the experiences of African women in STEM postgraduate education by integrating data from an online survey of 163 female PhD alumni from 40 African universities in 17 countries and seven focus group discussions (FGDs) with 39 current postgraduate students across three countries. Through a mixed-methods approach, we examine both the challenges women face and the factors that enable their persistence and success. Over 60% of respondents reported financial stress during their PhD, and more than half felt unprepared at the time of program entry. Yet 95% expressed confidence in their ability to succeed, reflecting strong self-efficacy despite structural barriers. In the FGDs, women highlighted the burden of caregiving responsibilities, lack of role models, and cultural norms that pressure them to prioritize family over academic careers. Contrary to common assumptions, most FGD participants preferred male supervisors, citing competitiveness or lack of support from some senior women. Despite these obstacles, participants demonstrated high levels of resilience, often driven by a passion for science and strong family support. Our findings highlight the need for family-friendly policies, structured and tailored mentoring, and flexible, gender-responsive institutional reforms to ensure more inclusive and equitable STEM postgraduate environments in Africa.
  • Item type:Publication,
    Declining female representation with advancing academic rank in veterinary institutions from non-Western countries Open PDF 
    (Elsevier BV, 2026-02)
    Norton, Ursula
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    Dunlop, Rebecca
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    Allavena, Rachel
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    Talloni, María José Navarrete
    ;
    Palmieri, Chiara
    Gender equity in academic veterinary science remains underexplored outside of Western countries. This study aimed to evaluate gender representation across academic ranks within veterinary institutions in Asia, Sub-Saharan Africa, Latin America, and the Middle East and North Africa. Data on academic staff were collected from 96 veterinary schools across 39 countries between September 2023 and April 2024. Gender was inferred through institutional websites, online academic platforms, and machine-learning tools, and academic ranks were standardised into four categories: Lecturer, Assistant Professor, Associate Professor, and Professor. Generalised linear models were used to assess the relationship between gender and academic rank in each region. Across all regions, male academics were more represented at higher academic ranks. Female representation declined significantly with increasing rank in all regions (p < 0.0001). The percentage of female academics ranged widely, from 7 % (Nepal) to 68 % (Myanmar and Peru). Asia had the lowest overall female representation (29 %), followed by the Middle East (40 %), Latin America (43 %), and Sub-Saharan Africa (44 %). The decline in female representation across ranks was steepest in Asia and the Middle East, while Sub-Saharan Africa exhibited a slower decline and was the only region where female representation increased at the Professor level compared to Associate Professor. Despite regional variation, veterinary academia in non-Western countries remains male-dominated, particularly at senior levels. However, the observed patterns in Africa and Latin America may reflect emerging progress in gender equity. Addressing structural and cultural barriers to academic advancement is essential to support the career progression of women in veterinary science globally.
  • Item type:Publication,
    Gender Variations and Entrepreneurial Intentions: A Cross-Sectional Analysis of Finalist Undergraduate Students at Mbarara University of Science and Technology, Uganda Open PDF 
    (F1000 Research Ltd, 2025-11-13)
    Rukundo, Aloysius
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    Tumwebembire, Naster
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    Aryatwijuka, Wilbroad
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    Tugiramasiko, Miriam
    ;
    Twinamasiko, Specioza
    <ns3:p>Background Recently, the dynamics of gender and entrepreneurship have received more attention; however, the subtleties of how gender affects entrepreneurial intentions remain a challenge, despite empowerment through skills and formal training. This study seeks to establish gender differences in entrepreneurial intentions in educational settings as well as the broader context of gender equity in achieving financial independence among finalist undergraduate students. The results of this study contribute to a better understanding of gender-related factors that influence entrepreneurial intentions among undergraduate students. Methodology This was a cross-sectional and quantitative study. The study site was the town campus of Mbarara University of Science and Technology. The study population consisted of finalist businesses and students. The data were managed and analyzed using STATA version 17. T-tests of independent samples and means were used for data analysis. Results Of the 404 respondents, the majority were males (56.2%). Entrepreneurial Intentions were higher among females with a history of business ownership (M = 22.7, SD = 5.1) than among those without a history of business ownership (M = 19.5, SD = 6.9), at t = 2.25, p &lt;0.05. Further, entrepreneurial intentions were lower among male students whose male caretakers or parents had business as an occupation (M = 19.5, SD = 6.9) than their counterparts whose male parents were not in business (M = 21.5, SD = 5.6) at t = 2.31, p &lt;0.05. No other gender differences were found across other socio-demographic variables (p &lt;0.05). Conclusion Entrepreneurial Intentions differed among females with a history of business ownership. We argue that the complex interplay of gender demographic gaps in shaping undergraduate students’ entrepreneurial aspirations cannot be significantly improved based on family background without conclusive equal opportunity training approaches. Designing a hands-on and role-modeling entrepreneurship curriculum can shape gender-mainstream intentions.</ns3:p>