Transforming female aspirations to real presence: The case of higher education in Cameroon

Abstract

Higher education for females is an indicator of development, democracy and gender equity, particularly necessary for a nation like Cameroon which attempts to become an emerging country by 2035. Hence, this paper is focused on ascertaining female aspirations to higher education for access and effective participation. In so doing, a study that employed a semi-structured questionnaire collected data from 977 female students about the level of schooling they aspired to attain, the underlying reasons for their choices and their prospected barriers. Simple percentages, chi-square analysis and logistic regression analysis showed that female student' aspirations for higher education were high, challenging the roles of higher education institutions. However, these high aspirations were based on the expectations that higher education participation and completion would be beneficial to the overall development of females and their integration into the world of work. Nevertheless, these aspirations were also tempered by barriers, and to this effect it is recommended that higher education school curricula be reformed to suit the needs of these female aspirers. Equally, financial constraints could be curbed through scholarships and donations from ex-student associations and university systems. Irrespective of this, constant research in this area is necessary as aspirations are complex, dynamic and contextual.

Gender equality in Bamenda universities: a case study

“…This has served as the basis for comparing strategies to ambitions based on gender, which have restricted females' awareness of and access to higher educational system's particularities. Females already have limited options for their distinctive and natural responsibilities in child rearing, and their perception of these duties may affect how women choose to pursue a college degree (Aki, E. M. 2019). A prevalent comparative perspective has required that females be treated equally to boys in terms of accessibility, degree of engagement in terms of choosing university degrees and programs, and professional patterns, which has raised these females' expectations and made equity broad.…”