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Good Practices in Gender Mainstreaming in Science at the Women's University in Africa (WUA), Zimbabwe

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Title: Good Practices in Gender Mainstreaming in Science at the Women's University in Africa (WUA), Zimbabwe
Language: English
Authors: Sunungurai Dominica Chingarande (ORCID 0000-0002-9635-0085), Wonder Muchabaiwa (ORCID 0000-0001-5570-5145), Tenson Muyambo (ORCID 0000-0001-6765-5034)
Source: European Journal of STEM Education. 2026 11(1).
Availability: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Womens Education, Higher Education, Females, Gender Issues, Barriers, Access to Education, Equal Education, Disproportionate Representation, Science Education, Intervention
Geographic Terms: Zimbabwe
ISSN: 2468-1954
2468-4368
Abstract: In order to learn from and share good practices, this article analyses the experiences of Women's University in Africa (WUA), and its success stories in reducing or removing structural barriers to women's and other underrepresented groups' participation in science. With funding from the International Development Research Centre (IDRC) we set to establish WUA's good practices in gender mainstreaming in science. Data were gathered through a desk study of pertinent reports and University regulations, key informant interviews with important staff members, a gender audit questionnaire, and focus group discussions with students. The study found that the University has a policy of a female: male student ratio of 85%:15%. However, is not yet fully reflected in science, calling for interventions specifically targeted at increasing the uptake of science by female students. As a way of mainstreaming gender, the University adopted flexible study methods, such as face-to-face and open-distance learning among others.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504820
Database: ERIC
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  Data: Good Practices in Gender Mainstreaming in Science at the Women's University in Africa (WUA), Zimbabwe
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  Data: <searchLink fieldCode="AR" term="%22Sunungurai+Dominica+Chingarande%22">Sunungurai Dominica Chingarande</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9635-0085">0000-0002-9635-0085</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wonder+Muchabaiwa%22">Wonder Muchabaiwa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5570-5145">0000-0001-5570-5145</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tenson+Muyambo%22">Tenson Muyambo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6765-5034">0000-0001-6765-5034</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+STEM+Education%22"><i>European Journal of STEM Education</i></searchLink>. 2026 11(1).
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  Data: Lectito Journals. Wassenaarseweb 20, 2596 CH, The Hague, The Netherlands. Tel: 31-70-2190600; e-mail: info@lectitojournals.com; Web site: http://www.lectitopublishing.nl
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Womens+Education%22">Womens Education</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Issues%22">Gender Issues</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Zimbabwe%22">Zimbabwe</searchLink>
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  Data: 2468-1954<br />2468-4368
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  Data: In order to learn from and share good practices, this article analyses the experiences of Women's University in Africa (WUA), and its success stories in reducing or removing structural barriers to women's and other underrepresented groups' participation in science. With funding from the International Development Research Centre (IDRC) we set to establish WUA's good practices in gender mainstreaming in science. Data were gathered through a desk study of pertinent reports and University regulations, key informant interviews with important staff members, a gender audit questionnaire, and focus group discussions with students. The study found that the University has a policy of a female: male student ratio of 85%:15%. However, is not yet fully reflected in science, calling for interventions specifically targeted at increasing the uptake of science by female students. As a way of mainstreaming gender, the University adopted flexible study methods, such as face-to-face and open-distance learning among others.
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      – Text: English
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        PageCount: 9
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Womens Education
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Females
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      – SubjectFull: Gender Issues
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      – SubjectFull: Barriers
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      – SubjectFull: Access to Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Disproportionate Representation
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      – SubjectFull: Science Education
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      – SubjectFull: Intervention
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      – SubjectFull: Zimbabwe
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      – TitleFull: Good Practices in Gender Mainstreaming in Science at the Women's University in Africa (WUA), Zimbabwe
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