Vol. 33 No. 3 (2024): Nordic Journal of African Studies
General articles

Gender within the Pursuit of Doctoral Education: The Case of Zimbabwe Higher Education

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Efiritha Chauraya
Midlands State University
DOI: https://doi.org/10.53228/njas.v33i3.1077

Published 2024-09-30

Keywords

  • doctoral education,
  • gender,
  • higher education,
  • social justice

How to Cite

Chauraya, E. (2024). Gender within the Pursuit of Doctoral Education: The Case of Zimbabwe Higher Education. Nordic Journal of African Studies, 33(3), 219–235. https://doi.org/10.53228/njas.v33i3.1077

Copyright (c) 2024 Efiritha Chauraya

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This study investigates the challenges faced by female PhD students in the pursuit of their doctoral education in Zimbabwe. The study’s broad aim was to explore female PhD students’ experiences within their doctoral studies. The study sample was formed of 12 students and three deans of higher degree studies from three top-ranking universities providing doctoral education in Zimbabwe. Purposive sampling was employed to settle on the participants and data were solicited through one-to-one semi-structured interviews. Data revealed that more male than female students pursued PhD studies and that more male than female students completed their PhD studies within the stipulated period of study. Data also revealed a myriad of gendered challenges that female PhD students encounter on their doctoral education journeys. The significance of the study is its contribution to research on doctoral education in Zimbabwe in general, as well as to the deepening of knowledge on the various challenges females pursuing PhD studies face.

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