Affirmative Action and Substantive Equality in the Academia: Female Students’ Perspective the Case of Raya University

Abstract

The study was conducted in Raya University, Ethiopia with a prime objective to assess and analyze the role of affirmative action program in improving female students’ academic achievement. Both quantitative and qualitative research approaches were employed in this study. Besides primary and secondary data sources were utilized. Proportional stratified sampling method was employed to determine sample size. Thus, 120 female students were participated in the study as primary data source from which the required data was generated. Besides 10 female instructors was included using purposive sampling method to validate and cross check the idea of female students. Multiple data collection instruments were utilized in the data collection process which includes questionnaire, interview and document analysis. The finding revealed tutorial class, material support and department placement are implemented to enhance female students’ academic achievement. Even though female students have positive perception towards the program they claimed that the program is not well organized and ineffective in its implementation. Thus, substantive equality is not assured in the academia between male and female students. This is in line with the document analysis result in which female students disproportionately scores lower academic result than their male counterparts. Economic problem, cultural barrier and lack of self-confidence of females are the most contributory factors for their failure. In view of these the researchers recommends capacity building schemes such as financial support, counseling service, tutorial class and awareness creation activities to be given due attention by concerned stakeholders for female students to minimize their challenges and enhance the effectiveness of affirmative action programs in higher education institutions.

Keywords: Academia, Affirmative action, Female students, Substantive equality

DOI: 10.7176/JEP/10-16-09

Publication date:June 30^th 2019