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Understanding Underrepresentation of Female STEM Lecturers in Leadership in Sub-Saharan Africa
Introduction
Introduction
Women’s participation in higher education and research has increased across Sub-Saharan Africa (UNESCO, 2018), yet this progress has not translated equally into leadership. UNESCO data shows that women remain underrepresented among researchers in many countries, including Ghana (UNESCO Institute for Statistics, 2026), and evidence suggests that the gap becomes more pronounced in senior academic and decision-making roles (UNESCO, 2024). This highlights the need to focus not only on women’s access to academic careers in STEM, but also on the conditions that support their progression, visibility and leadership within higher education institutions.
This pattern is reflected in wider research on African academia. Sub-Saharan Africa (SSA) is home to a significant number of female academics who aspire to develop successful careers and achieve a leadership position. Despite their strong motivations, and the increased focus on equity, diversity, and inclusivity (Gladstone et al., 2022) in African academia, this group of scholars continues to experience significant gender-based inequalities. These include slower promotion rates, under-representation in senior roles, lower earnings, limited access to research funding and lower publication rates (Kraemer-Mbula, 2020; Mabokela and Mlambo, 2017).
Why these barriers persist
Why these barriers persist
Existing research highlights the multifaceted nature of these challenges (Kaymakcioglu and Thomas, 2024). Published studies (Kyaligonza et al., 2016; Kayumba and Laurens, 2022; Omotoso, 2022; Prozesky and Mouton, 2019) have highlighted the role of patriarchy, the legacy of colonialism and personal and institutional challenges, such as balancing work and family life, in the ability of African female academics to successfully attain leadership roles.
These challenges need to be examined in light of the changing higher education landscape in Africa, one which is driven by internationalisation, and which results in intensified pressure on female academics to successfully ‘publish or perish’, a criterion needed to secure promotion. In response to these challenges, and as a way to mitigate research colonialism, researchers from the Global North have delivered innovative writing workshops and mentorship programmes (Kilmarx et al., 2018). While these strategies aim to strengthen the research knowledge and skills of African academics, there is limited research on their use to redress gender imbalances.
Why focus on Technical Universities
Why focus on Technical Universities
Although research on the challenges faced by female academics in SSA is growing, a significant gap exists in understanding the specific experiences of those striving for leadership positions within technical universities in the region, including those of STEM female lecturers in Ghana. Current research has centred on the experiences of African female academics in traditional universities, overlooking the unique context and organisational culture of technical universities. These institutions often emphasise applied research and industry collaboration, and many of the STEM disciplines within them remain traditionally male-dominated. This creates a distinct context in which female lecturers may encounter specific barriers to progression and leadership.
The gap this project addresses
The gap this project addresses
Building on wider global and regional initiatives to advance women’s leadership in STEM, this project focuses specifically on female STEM lecturers in Ghanaian Technical Universities. While many initiatives address policy and institutional reform, this project places particular emphasis on women’s lived experiences and the practical support needed to strengthen progression into leadership. By combining research with writing support, mentorship and leadership development, it aims to strengthen women’s visibility, research capacity and leadership pathways, while generating evidence and recommendations for more inclusive institutional practice.
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