Mixed-Methods Study on Role of Gender in Ethiopian Higher Education Access, Participation, and Successful Outcomes

Overview & Synopsis

In this mixed-methods approach with a convergent questionnaire variant design study, the role of gender on access, participation, and successful higher education outcomes among women and men in Ethiopia was examined. The study sought to answer the central research question of whether gender plays any role in the higher education access, participation, and successful outcomes of Ethiopian female and male students. In this study gender was the independent variable and the dependent variables explored were: (a) higher education access was defined as the opportunity to attend Ethiopian postsecondary education institutions, while (b) higher education participation was defined as the ability to engage and persist in Ethiopian higher education learning, and (c) higher education outcomes were defined as successful graduation from a postsecondary education institution in Ethiopia or the diaspora with relevant skills required to attain successful professional employment. The study sample was composed of: (a) Group A consisting of Ethiopian born and raised participants who completed secondary higher education in Ethiopia, and (b) Group B consisting of Ethiopian born and raised participants who accessed secondary higher education overseas. Both female and male participants were eligible to participate irrespective of whether they resided in-country or in diaspora/overseas as long as they (a) had attended and completed K-12 schooling in Ethiopia, and (b) had completed at least one year of postsecondary higher education regardless of where they had completed it. A total of 131 Ethiopian born and raised participants either residing in-country or as refugees in Kenya or in diaspora globally constituted my final sample size. Data analysis results revealed gender disparities in various aspects of higher education in Ethiopia. Therefore, my study concludes that these disparities highlight the importance of addressing specific barriers to ensure equitable access to and success in higher education and makes several recommendations for future research and implications for practice regarding the role gender plays in the access, participation, and successful higher education outcomes among Ethiopian women and men within Ethiopia /or the diaspora. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]