Bridging the Gender Gap in Education through Open and Distance Learning: The Case of Doctorate Students in some Cameroonian Universities

Abstract

This study focuses on societal and cultural factors that cause gender inequality at the doctorate level in some Cameroonian universities, and how the use of Open and Distance Learning (ODL) can help address the gender inequalities. Specifically, the study seeks to find out how the marital status of women, tradition, and participation in decision-making and financial autonomy can influence gender inequality at the doctorate level. In Cameroon research results reveal that gender inequality is high in higher education notably at the doctorate level. The study hypothesizes in the main that there is a significant relationship between socio-cultural factors and gender inequality at the doctorate level in some Cameroonian universities, and that ODL will help address the gender inequality. The population for the study consisted of female doctorate students from three private and public universities in Cameroon. The sample of selected respondents consisted of 63 female doctorate students chosen from the universities at random. Quantitative data was collected through questionnaires, while qualitative data was collected from focus group discussions. Secondary data was collected from documents and scientific studies carried out in this domain. Quantitative data was analyzed using the Chi-square (X2) statistical analysis. Qualitative data was analyzed by describing the data and interpretation of meanings of the information supplied by the participants involving lessons learnt. The findings revealed that gender inequality exists at the doctorate level in some Cameroonian universities, and that ODL will help to bridge the gender gap. We recommend amongst others that women should be sensitized on the importance of ODL to them. The government should help fight gender blind policies, and all forms of socio-cultural practices that impede women’s progress at the university. // Paper ID: 255