Women’s Contribution to Higher Education and Social Transformation: Implications for Policy and Praxis from Kenya (Diversity and Inclusion Research)

This book provides deep insights about women in higher education and their contributions to society. Using Kenya as a case study, it places women in higher education at the center of the socioeconomic, political and cultural discourse both within and outside the higher education institution. It is notable that even with the progress made, both in Kenya and globally, gender considerations in social, economic, political and cultural spheres is still minimal. In higher education, gender imbalance is still distinct in varied areas such as career advancement, leadership, mentorship, and scholarship opportunities. In society, women's efforts still seem to go unnoticed. The aim of these chapters, therefore, is to share women's research in higher education and in society especially innovative policy and practice concepts, all aimed at contributing to social transformation." Foreword Preface Rationale Purpose Acknowledgements About the Book Contents Contributors About the Authors Part I: Opportunities and Challenges in Higher Education 1: Work–Life Integration: Experiences of Women Faculty and Administrators Working at Tangaza University College (TUC), Catholic University of Eastern Africa (CUEA), Kenya 1.1 Introduction 1.2 Work–Life Balance or Work–Life Integration? 1.3 Global Trends on Work–Life Integration amid COVID-19 Pandemic Disruptions 1.4 Work–Life Integration and Career Women 1.5 Statement of the Problem 1.6 Methodology 1.7 Objectives of the Study 1.8 Findings 1.8.1 Demographic Characteristics of the Respondents 1.8.2 Objective 1: The Understanding of Work–Life Integration for Career Women 1.8.2.1 No Difference Between Work–Life Balance Versus Work–Life Integration 1.8.2.2 Live Life in a Unified Way 1.8.3 Objective 2: Impact of Work on the Participant’s Quality of Life 1.8.3.1 Impact on Health 1.8.3.2 Personal Development and Growth 1.8.3.3 Personal Responsibilities 1.8.4 Objective 3: Realizing Work–Life Integration for Career Women 1.8.4.1 Achieving Work–Life Integration Is Possible 1.8.4.2 Intentionality, Choice, and Efforts 1.8.4.3 Support System 1.8.4.4 Work that Brings a Sense of Purpose 1.8.4.5 Work–Life Integration Is Not Possible 1.8.4.6 Strategies for Work–Life Integration 1.8.5 Objective 4: Remote Working and Impact of COVID-19 Pandemic on Work–Life Integration 1.8.5.1 Technological Challenges 1.8.5.2 Long Working Hours 1.8.5.3 Psychological Impact of COVID-19 1.8.5.4 Improved Family Engagement 1.8.5.5 Opportunities and Challenges 1.8.6 Objective 5: Recommendations to Help Promote Work–Life Integration for Career Women 1.9 Discussion 1.10 Conclusion and Recommendations References 2: Female Scholars’ Access to Research Grants in Higher Education as a Promotional Facet to Social Transformation in Kenya 2.1 Introduction 2.2 Model of Social Transformation Theory 2.3 Sources of Funding Available for Research in Kenya 2.4 Female Scholars’ Access to Research Grants and Productivity in Publication Trends 2.5 Methodology 2.6 Discussion 2.6.1 Female Scholar’s Participation in Research 2.6.2 Structures that Promote Female Scholar Representation in Research 2.6.3 Stigma of Caregiving 2.6.4 Mentor and Networking Challenges 2.6.5 Research Grant Application Process and Requirements 2.6.6 Availability of Research Grant Information 2.6.7 Female Scholars Access to Research Grants and Social Transformation 2.6.8 Access to Research Grants and Personal Transformation 2.6.9 Access to Research Grants and Institutional Transformation 2.6.10 Access to Research Grants and Community Transformation 2.7 Conclusion and Recommendations References 3: Access to and Participation of Women with Disabilities in Higher Education in Kenya 3.1 Introduction 3.2 Institutional Factors that Hinder Access and Participation of Women with Disabilities in Higher Education 3.3 Personal Factors that Hinder Access to and Participation of Women with Disabilities in Higher Education 3.4 Opportunities for Access and Participation of Women with Disabilities in Higher Education 3.5 Conclusion References 4: Sexual Harassment and Related Policy in Higher Institutions of Learning in Kenya 4.1 Introduction 4.2 Methodology 4.3 Theoretical Underpinning 4.3.1 Hegemonic Masculinity Theory 4.4 Sexual Harassment in Institutions of Higher Learning 4.5 Evolution of Research on Sexual Harassment in Universities 4.6 Sexual Harassment in African Universities 4.7 Barriers to Reporting Sexual Violence in Universities 4.8 Recent Research on Sexual Harassment in Higher Institutions of Learning 4.9 Sexual Harassment in Kenyan Universities 4.10 Consequences of Sexual Harassment 4.11 Laws and Policies 4.12 Sexual Harassment Intervention Strategies 4.13 Research Gap 4.14 Conclusion References Part II: Leadership in Higher Education 5: The Advancement of Women in Higher Education Leadership in Kenya: Redefining the Foundation Pillars of Gender Equity Efforts 5.1 Introduction 5.2 Gender and Leadership Advancement Opportunities in Kenya’s HEIs 5.3 The Status of Gender Equality at the Lower Levels of Higher Education Administration and Among the Teaching Staff in Kenya 5.4 Conceptual Framework: Traditional Public Administration Versus New Public Management 5.4.1 Traditional Public Administration 5.4.2 New Public Management 5.5 Amalgamating Traditional Public Administration and New Public Management 5.6 Way Forward? Sealing the Leaky Gender Pipeline 5.7 Conclusion References 6: Aspiration, Innovation, Resilience and Promise: Lessons from Women in Higher Education Leadership in Kenya 6.1 Introduction 6.2 Women’s Aspiration to Higher Education Leadership 6.3 Innovation and Achievements of Women in Higher Education Leadership 6.4 Women’s Resilience during Leadership Trials 6.5 The Promise: Indications of Hope for the Future 6.6 Method 6.7 Results/Findings 6.8 Women Aspiration to Deanship in the Kenyan Universities 6.9 Innovations and Achievements of the Respondents 6.10 Resilience for Women Deans in Kenyan Universities 6.11 A Future for Women Leadership in Higher Education in Kenya—The Promise 6.12 Discussion 6.13 Conclusions and Recommendations for Future Studies References 7: A Comparative Study of Leadership Opportunities for Women in Faith-Based Institutions of Higher Learning in Kenya 7.1 Introduction 7.2 Literature Review 7.2.1 An Overview of the Involvement of Women in Leadership 7.2.2 Barriers to Women Leadership 7.2.2.1 Personal Barriers 7.2.2.2 Family and Cultural Barriers 7.2.2.3 Structural and Organization Barrier 7.2.3 Bridging the Leadership Gap 7.3 Methodology 7.4 Results 7.4.1 Demographic Characteristics 7.4.2 Available Opportunities for Women in Top Leadership 7.4.3 Professional/Career Advancement 7.4.4 Dismal Representation of Women in Leadership 7.4.5 Experiences of Women in Leadership 7.4.6 Challenges Encountered in the Quest for Leadership 7.4.7 Coping Strategies 7.5 Discussion 7.5.1 Leadership and Management Opportunities Available to Women 7.5.2 Reasons for Underrepresentation of Women in Top Leadership and Management Positions 7.5.3 Coping Mechanisms and Retention of Women in Top Leadership Positions 7.6 Conclusion and Recommendations 7.7 Implications References Part III: Women Impacting Societal Transformation 8: Social Transformation Through Lifelong Learning in the Community: A Kenyan Context 8.1 Introduction 8.2 Learning and Social Transformation 8.2.1 Learning, Development and Transformation 8.2.2 Educators’ Role in Imparting Capabilities for Transformation 8.2.3 Lifelong Learning and the Transformation Disconnect 8.3 Social Transformative Lifelong Learning Approach to Educating 8.3.1 Impact of Learners’ and Educators’ Culture 8.4 Approach to the Study 8.5 Supporting Self-Reliance in Transformation—The Lessons 8.5.1 Transformation Through Meaningful Engagement 8.5.2 Role of Educator in the Transformative Process 8.5.3 Capabilities for Transformation 8.5.4 Realities and Expectations 8.6 Conclusion References 9: Contribution of Women Missionaries in Education in Kenya 9.1 Introduction 9.2 Who Is a Missionary? 9.3 Education in Pre-Colonial Africa 9.4 Missionaries and Indigenous Education 9.5 Theoretical Underpinning 9.6 Missionary Churches in Kenya 9.7 Women Missionaries and Their Role in Education 9.7.1 The Roman Catholic Missionaries 9.7.2 Church Mission Society (Anglican) 9.7.3 African Inland Church (AIC) 9.7.4 Church of Scotland Mission (Presbyterian Church of East Africa) 9.7.5 Kenya Methodists 9.7.6 Seventh-Day Adventist Church 9.8 Conclusion References 10: Where Is Her Voice? The Biblical Aspect of Women in Leadership Positions 10.1 Introduction 10.1.1 Literary Criticism 10.2 Hermeneutics 10.3 Poetic Analysis 10.4 Are There Any Lessons That a Woman Leader Can Learn From Miriam? 10.5 The Significance of the Song of Miriam (Exodus 15:1-21) 10.6 Literary Analysis of the Song of Miriam 10.7 Prophetess Miriam 10.8 Contemporary Lessons From Miriam’s Song 10.8.1 What Is the Meaning of Deborah’s Song? 10.9 Symbolism in the Palm of Deborah 10.10 Deborah the Judge 10.11 Deborah’s Team Leadership 10.12 Social-Cultural Analysis of the Song of Deborah (Judges 5:1-31) 10.13 Contemporary Lessons from Deborah’ Song 10.14 Mary’s Magnificat 10.15 Literary Analysis of Mary’s Song 10.16 God My Savior 10.17 Mary, the Witness of the New Exodus 10.18 Praise of God 10.19 Salvation 10.20 Lowliness Exalted 10.21 Lessons from Mary’s Song 10.22 Conclusion 10.22.1 Recommendations References 11: The Role of Women Towards a Gender-Responsive Transport Industry in Kenya 11.1 Introduction 11.2 Materials and Methods 11.3 Results and Discussions 11.3.1 Women as User’s Mobility and Accessibility 11.4 Challenges Women Experience as Users in the Transport Sector 11.4.1 Sexual Harassment 11.4.2 Route 11.4.3 Cost of Transport 11.4.4 Nature of Buses and Stage Provisions 11.4.5 Sanitation 11.5 Women Transport Operators and Owners of Transport Vehicles 11.5.1 Dr Selina: UBABI Vanpooling the Story 11.5.2 Elizabeth Njoki: Embassava 33-Seater Owner and Operator 11.5.3 Why Very Few Women Owners? 11.6 Women in Transport Governance 11.6.1 Trends and Progress in Women Participation in the Transport Sector 11.7 Conclusions 11.8 Recommendations 11.8.1 Implications for Further Research 11.8.2 Implications for Practice and Policy References 12: Food Diversification: Challenges and Opportunities for Pastoralist Women in Isiolo County, Kenya 12.1 Introduction 12.2 The Implication of Food Diversification for Food Security 12.3 Challenges and Opportunities of Food Diversification 12.4 Methods 12.5 Results and Discussions 12.5.1 Demographic Information 12.5.1.1 Age Range of the Respondents 12.5.2 Understanding Food Diversification and Its Value Among Pastoralist Women 12.5.2.1 Rate of Food Type Consumption 12.5.2.2 Availability of the Common Meal Across the Year 12.5.2.3 Effects of Food Diversification Training on Meals’ Change and the Motivating Factor(s) to Food Change 12.5.3 Challenges and Opportunities in Food Diversification 12.5.3.1 Common Challenges Faced by the Respondents 12.5.3.2 Available Opportunities Identified by the Respondents 12.6 Summary of the Chapter 12.7 Conclusion References 13: Words Matter: Stigmatization Narratives by the Intersex Persons in Kenya 13.1 Introduction 13.2 Intersex and Psychosocial Development 13.3 Infants 13.4 Early Childhood, Preschool and Schooling 13.5 Young Adulthood 13.6 Education 13.7 Intersex and Its Definitions 13.8 Sociolinguistics, Intersex and Society 13.9 Psychosocial Factors of Sexual Development 13.10 Medical Perspective on Intersex 13.11 Treatment and Medical Protocols for Intersex 13.12 Methodology 13.13 Analysis of Interviews 13.13.1 PAUL, Intersex Member: Psychosocial Development and Education 13.13.2 Medical Response Described by Dr. Fred Kambuni, Consultant, Paediatric Surgeon 13.13.3 Mary, Parenting an Intersex: Psychosocial Development and Education 13.13.4 Joseph Ngari/Josephine Wangari: Psychosocial Development and Education 13.13.5 Ryan Muiruri/Ruth Muhoki Wangari: Psychosocial Development and Education 13.14 Psychosocial Development and Education 13.15 Erik Erikson’s Stages and Their Significance to Education 13.16 Recommendations 13.17 Conclusion References 14: Perceptions of Youth on the Role of Basic Education in Breaking Generational Poverty 14.1 Introduction 14.2 Defining Generational Poverty 14.3 The Situational Analysis on Poverty in Kenya 14.4 Education as a Vehicle for Poverty Reduction 14.5 Perspectives of Children and Youth on Poverty 14.6 The 8-4-4 System of Education 14.7 Multidimensional Approach for Child Poverty 14.7.1 Research Methodology 14.7.2 Ethical Considerations 14.7.3 Kibera Slum 14.8 Findings 14.8.1 Demographics of the Youth 14.8.2 Poverty in the Lives of the Youth 14.8.3 Perceptions of the Youth on Generational Poverty 14.8.4 Suggested Solutions from the Youth on Breaking Generational Poverty 14.8.5 The Role of Education as a Solution to Generational Poverty 14.9 Discussion 14.10 Conclusion References Index