Saturday, January 28, 2012

Situation Analysis: Gender Gaps in University Campuses

Analysis on the situation at the three University Campuses i.e. MUCHS, Main Campus and UCLAS as far as gender is concerned is the main content of this chapter. The main aim of this session was to enable the participants to review the gender gaps within their areas of involvement especially in the student organizations, halls of residence and classroom environments so as to reach gender equality and women’s empowerment.

MUCHS: Gender Gaps in Students Organization

Since 1999, data on the representation of members in the student’s organization have revealed that there is low female students representation. For example, in 1999, the number of members in the student organization in the campus was 20. Among them only 6 were females and 14 males (a ratio of 70% to 30%).

Student representation in the organization

When comparing the representation of students in the leadership organization from 2000 to 2004, proportion of female students has somewhat improved. According to MUCHS representatives in the May 2000 gender sensitization workshop, the proportion of females to males among the student leaders was 6 to 22 (or 27% to 73%). The current workshop reveals that students’ representation in their organization is 17 males and 7 females (a ratio of 71% to 29%). Nevertheless, irrespective of the high proportion of females among the leadership, there are no female students who have ever held the top positions such as the Presidency, Vice Presidency and General Secretary. Instead, female students have been holding the following positions:  Ministers, Deputy Ministers and Principal Secretaries. This shows that there is no improvement in terms of gender balancing, despite all efforts that have been made to deal with this issue.

Competition for leadership positions

Up to now, there are virtually no female students who competed for leadership positions at MUCHS, which indicates male dominance at the campus in regards to competitive leadership positions. The Vice President is currently a male student; no female student competed for this position so far, which also marks the stagnation of female participation as far as competitive leadership is concerned. Factors which lead to this include; some female students being afraid of challenges in University politics, as well as female students preferring to get their time in academic issues.

Factors that make it easy or difficult for female students to compete fairly for leadership positions in the organization.

The factors mentioned do not show big disparities from those mentioned in the past workshops. For example, in the last workshop, it was mentioned that male students were still not confident that females can make good competent leaders in either the presidency or vice presidency positions. The current workshop notes that female students are still not confident and are particularly afraid of DARUSO politics. Instead, they prefer taking their time in academic issues.

Ministries or positions occupied by female students in the organization

In May 1999, ministries of the MUCHS’s organization which had female ministers were: the Ministry of Female Affairs; Ministry of Cafeteria; and the Ministry of Social Welfare. In the 2002 workshop, the Ministries that were occupied by this less dominant sex mentioned were: Ministry of Female Affairs; Ministry of Health and Catering Affairs; and Ministry of Social Welfare. According to this workshop, there are 12 ministries in the students’ organization. Among the 7 females in the prevailing organization, full female ministers are 2 and the remaining 5 are deputy ministers. Ministries occupied by the less dominant sex identified are the Ministry of Gender and Women Affairs; Ministry of Health and Ministry of Accommodation. This situation shows good impressions, although in 2000 there was only 1 female minister.

Resources easily accessible or controlled through membership in the student organizations

Membership in the students’ organization gives the students auxiliary opportunity to certain resources. This workshop’s members listed these resources as:  accessibility and control of DARUSO projects; access to the offices of Director of Higher Education (of the MoSTHE); and the guaranteed accommodation for all ministers.

 Gender Gaps in the Halls of Residence

Number of male and female students in the halls of residence

At present, the number of females accommodated at the halls of residence is approximately 160, while 280 males are accommodated. There is no parity between the sexes because number of female students is smaller than that of male students. Also there was more explanation from the facilitator that, if the proportion of female students at the campus is smaller than male students then the accommodation favours female students. This is the same as observed in the 2002 workshop, whereby priority was given to the accommodation of female students, and male students are considered as characters that provide their own accommodation.

Halls of residence accommodate finalist or clinical students, all final year students are allocated in campus. Specific halls, floors and wings are designated for single sex accommodation (i.e., there is no mixing up). This increases comfort and security among female students.

Gender Gaps in the Classroom Environment

Since 1999, there have been some improvements in the enrollment of students at the MUCHS campus. However, these improvements have not been uniform between males and females students, due to the fact that female students still lag behind in terms of the catching up goal. This means that the gender gap has not been improved as regards the ratio between the two sexes. The following table shows students’ admission at the MUCHS campus in different academic years.

Table 1
Admission of Students at the UDSM MUCHS Campus from 1997 to 2000.

Academic Year
Males
Females
Total
Number
Percentage
Number
Percentage
Number
Percentage
1997/98
323
72%
125
28%
448
100%
1998/99
384
73%
141
27%
525
100%
1999/00
440
71%
180
29%
620
100%
2000/01
524
74%
183
26%
707
100%


Source: Compiled from Dr. R.I. Mhina & Ms Ave-Maria Semakafu. Proceedings of the 1st Publicity Workshop for Female Undergraduate Scholarship Programme (FUSP). May 2002.

This workshop reports that there are 400 female students and 800 male students in the MUCHS Campus. There is no parity between the sexes because, as said above, the number of female students who qualify from high schools is low. In addition to that, there is high drop-out rate among female students, as well as low number of female students who opt for science subjects in high schools. There are also no pre-entry programmes for female students at this campus. The faculties that are completely dominated by one sex are faculty of Medicine and faculty of Dental Surgery.

 Mlimani (Main Campus): Gender Gaps in Students Organization

This workshop notes that the percentage of male and female students in DARUSO is dominated by male students (who have 82% representation), while females have only 18% representation, including the ministries, presidential and Bunge positions. This form of imbalance between male and female members in their organization has been there even in the past years. For example, in May 2000 female students contributed to 7.7% of board members, 7.7% of full ministers and 9% of deputy ministers, and only 4.4% of the candidates who competed for leadership positions.

Number of male and female members in the student leadership organization

Comparing with the past years, the number of male and female students in the student organization leadership at the Main Campus is still skewed in favour of males. In 2002, there were 36 male students as compared to 16 female students. However, considering that the proportion of female students in the campus is around 31%, their ratio in the student leadership augured well.  Therefore there was no sex parity between female and male students. In addition to that, there is obviously a slightly positive trend towards a steady increase of female students in leadership positions. 

Competition for Leadership positions by male and female students

Despite the improvements of representation in the organization, female students are still not confident to compete for high positions like the president and vice president posts. For example, this workshop reports that there were no female students who competed for the president, vice president, prime minister or USRC speaker positions. In the 2001/02 elections as well, no female candidate competed for president post, at least 2 females stood for vice president’s post, there was no female candidate for USRC speaker and for DARUSO secretary general.  

Stated factors that make it difficult for female students to compete include; inferiority complex, lack of supports from their fellow female students as well more responsibilities. As we have observed from the May 2000 and October 2002 reports[1], the problems affecting or preventing female students from becoming student leaders are still similar.
  
Ministries or positions occupied by female students in the organization

Data on this issue during the current workshop was very limited, and it was only noted that most members of the Ministry of Gender and Foreign Affairs are female students. However, as observed in the October 2002 workshop, female students are found almost in all ministries, although with varied positions. For example, during the same workshop (of October 2002), 14 out of 17 ministries had female students.

Resources easily accessible or controlled through membership in the student organization.

Resources that are easily available or accessible to student leaders through their membership in the student organization mentioned include:

q  Management of student union fees.
q  Control over canteen services.
q  Knowledge and information over university student issues.
q  Access to various offices and assistance from various sources in case of problems.

Gender Gaps in Halls of Residence

Most female students are given priority to male students. There is parity and the reason for this is to ensure that female students are nearly to the learning resources such as the library, so as to avoid their exposure to dangerous situations. Male students can also easily have access to accommodation outside the campus.

Hostility incidence

There has been an incidence of hostility between male and female students during last academic year in block C Mabibo hostel where male and female students were staying in the same floor. Female students were not comfortable of sharing toilets and bathrooms with male students.

Gender Gaps in the classrooms

This workshop notes that there are 6,400 male and 3,200 female students. There is no parity between sexes and the reasons for this are: low performance for female students in A-level examinations, cultural factors (for example parents staying in rural areas encourage their daughters to get married instead of going to school), also there are more boys compared to girls secondary and high  schools. The numbers for male and female students applied for admission were 8,000 males and 4,000 females. And the factors which make it easy or difficult for female students to compete fairly includes, difference in cut off points; female students are given priority compared to males.

At Mlimani campus the Faculty of Engineering is dominated by male students. Suggestions for improving the male: female situation by the student organization have been facilitated, there are two special sits for female students in the USRC committee from each faculty, and hence there are 16 members of USRC from all faculties of Mlimani Campus.

Additional observations: There was an introduction of prospective college of Engineering and technology which is especially for female students; this adds more chances to them. There are some girls who perform well in science subjects but when completing their A-level studies they tend to change their subjects. For instance most of the PCB and PCM students do tend to take Bachelor of Commerce or Bachelor of Laws instead of DDS or MD or Engineering. They do this so that they can earn better in future.


Table 2
Students enrolled at Mlimani campus by selected courses in 1999/00

Course
Males
Females
Total
Number
Percentage
Number
Percentage
Number
Percentage
Bachelor of Arts (B.A Gen & Ed)
1,216
65%
649
35%
1,865
100%
Bachelor of Commerce
486
81%
111
19%
597
100%
Bachelor of Science (BSc Gen, Ed & Compt Science)
481
73%
175
27%
656
100%
Bachelor of Law
343
63%
203
37%
546
100%

Source: Compiled from Dr. R.I. Mhina & Ms Ave-Maria Semakafu. Proceedings of the 1st Publicity Workshop for Female Undergraduate Scholarship Programme (FUSP). May 2002.

UCLAS: Gender Gaps in Students Organization

Representation of students in the leadership organization of UCLAS shows male domination. Male members of the board are 23 out of 29, which is 79%, while female members are only 6 (21%). This representation has not shown improvements if we make comparisons with May 2002, with the same proportions between male and female students.
Table 3       
Proportion of female students in leadership in UCLAS, DARUSO (selected years)

Sex
May
1999
May
2000
October
2002
April
2004
Average
Number
%
Number
%
Number
%
Number
%

Female leaders
3
15%
5
24%
4
21%
6
21%
4.5 (20%)
Male leaders
17
85%
16
76%
15
79%
23
79%
17.8 (80%)
Total:
20
100%
21
100%
19
100%
29
100%
20

However, there is no parity between the sexes due to the fact that the ratio of all students in the campus is 1:7 and therefore having equal proportion between males and females becomes difficult.

Competition for leadership positions

In the last elections 6 males (75%) and 2 females (25%) competed for the high leadership positions. This is a step forward compared to the previous years, for example 1999 and 2002 where no female candidates competed. Nevertheless, as we have seen above, the difference is too big.

Factors which make it easy or difficult for female students to compete fairly for leadership positions

Harassments and aggressive way of university leadership elections have been mentioned as the main factors hindering female students to compete for leadership at the campus. For example, in the case of harassments, one female candidate for vice presidency was told by males that it was not the right time for the campus to have a female leader in such big position. As such, female students loose confidence and self esteem in joining the competition. This is also due to the fact that there is no special women encouragement programmes in the campus.

Ministries or positions which are occupied by less dominant sex in the organization

Ministries occupied by the less dominant sex are as follows: Health and Cafeteria; Social Affairs; and, Sports. No other area or position that was awarded to the less dominant sex had been mentioned. It was also proposed in the workshop that there is a need to have the ministry of gender at UCLAS campus.

Resources easily accessible or controlled through membership in the student organizations

Opportunities to attend different types of meetings, getting wide experiences, exposure and knowledge, were some of the spoils accruing to students who hold leadership positions in the organization. The privileges also include being prepared for future leadership roles in either the political or administrative areas. In the May 1999 sensitization workshop, the student leaders from UCLAS mentioned other resources as being: access to student organization offices; financial resources to implement various projects; selection of men and women to attend sport events and competitions within or outside the country; making decisions on who to issue tenders to; and easy access to sports gears of all types. However, it was also suggested that most student leaders are academically biased (whatever this meant!).

Gender Gaps in the Halls of Residence

Female students are outnumbered by male students; therefore their representation in the halls of residence also has to be small. The number of male students staying at campus is 274, while that of female students is 110. A total of 342 male students are staying at Mabibo campus. Due to the fact that the female’s number is small, there is absence of parity; hence the measure to be taken should be rather to introduce special entry programs for females. Female students feel comfortable and secure staying within halls of residence as they get easy access to learning facilities such as the library.

Hostility incidence

In last academic year there was an incidence of hostility when DARUSO organized a khanga party to promote female students, and the male students opposed which caused chaos among them.

 Gender Gaps in the classroom Environment

Records show that few females apply and enroll for studies at the UCLAS. This is due to lack of interest for courses that take long duration, and misleading information on the courses. In the previous workshop, it was stated that the number of students enrolled at UCLAS was 840, whereas 112 were females (e.g., 13%), and 728 are males. Considering that there were about 517 students in May 1999, there has been an increase of about 323 students (or a 62% increase), in the past three years.


Presently, there are 851male and 114 female students (88%:12% ratio), which marks a slight decrease. A comparison between the number of male and female students between the past years shows that, male students have increased from 453 to 728 (an increase of about 61%), female students have increased from 64 to 112 (an increase of about 75%). This implies that the increase has been perfectly proportional for male students, but slightly less so for female students. In other words, female students have been marginally disadvantaged by the changes. As we see the ratio between female and male students in 1999 was 7 to 1, by 2002 it dropped slightly to about 6.5 to 1. In a way according to the ratios, there has been a marginal improvement in advantage for girls (a 0.5 gain). Most courses at the UCLAS are male dominated. The following table shows number of female students in courses that are highly dominated by male students.

Table 4
Number of female students in male dominated courses


Course
Number of  female students

Total
1st Year
2nd Year
3rd Year
4th
Year
5th
Year
Architecture
1
3
0
2
2
8
Land Survey
3
3
4
2
N/A
12


[Extracted From a Report by Edward H Mhina, titled “DARUSO Student Leaders’ 4th Sensitization Workshop.” University of Dar Es Salaam, Gender Dimension Program Committee (GDPC). March, 2004.]
[1]               DARUSO Student Leader’s 4th Sensitisation Workshop (13th to 14th May 2000). Report by Edward Mhina. May 2000. page 41.