E S O F F EM A L E S IN H IG H ER

EX PER I EN C
EDUCATION

CRISPEN BHUKUVHANI
SEXUAL HARASSMENT

•Any improper and unwelcome conduct that might

reasonably be expected or be perceived to cause
offence or humiliation to another person.
• Harassment may be present in the form of words, gestures, or
actions which tend to annoy, alarm, abuse, demean, intimidate,
belittle, or cause personal humiliation or embarrassment to
another or that causes an intimidating, hostile or offensive
work environment.
• It includes harassment based on any grounds, such as race,
religion, color, creed, ethnic origin, physical attributes, gender
or sexual orientation. It can include a one-time incident or a
series of incidents. Harassment may be deliberate, unsolicited,
and coercive.
•Any unwelcome sexual advance, request for sexual
favour, verbal or physical conduct or gesture of a sexual
nature, or any other behaviour of a sexual nature that
might reasonably be expected or be perceived to cause
offense or humiliation to another person.
•Sexual harassment may occur when it interferes with work, is
made a condition of employment or creates an intimidating,
hostile, or offensive environment.
•It can include a one-time incident or a series of incidents. Sexual
harassment may be deliberate, unsolicited, and coercive. Both
males and females can be either victims or offenders.
GENDER STEREOTYPING

•Determine the subjects studied in school, continue to

dog them, this time in the form of gender streaming.
•They find themselves down there among the women in
the so-called soft options
PROBLEMS IN THE CLASSROOM
• Further lowering of self esteem and erosion of self confidence because of
the sheer “maleness” of the environment

• The superior attitude of lecturers, (some of whom take pleasure in making

work seem much more difficult than it really is) and their own deficiencies
resulting from poor preparation for higher learning.

• Because they are afraid of exposing their ignorance they miss classes.
• When they do attend they make themselves invisible by refusing to
participate and not submitting assignments
ISOLATION AND STRUGGLE FOR ACCEPTANCE

• Female learners in male dominated subject areas are

sometimes lonely in the learning environment because of
isolation from other women with whom they could exchange
ideas or discuss difficulties without feeling threatened.
TEACHING AND LEARNING STRATEGIES
THAT PROMOTE GENDER EQUITY
CURRICULUM-RELATED STRATEGIES

• The curricula in higher educational institutions must be

reviewed with a view to removing all forms of gender bias in
content.
• Select content and learning experiences that depict the
contributions of women in human endeavours.
INSTRUCTION-RELATED STRATEGIES
• Learning experiences should be organised utilising a variety of teaching approaches
such that women can learn through any of the teaching approaches that appeal to
them.

• For instance, lecturers must reduce the use of lecture method which promotes
competition and employ also the cooperative learning approach which tends to fit the
personality characteristics of women.

• Harvard university teaching fellows guide provides useful tips that encourage female
participation when using the discussion method of instruction.
• These include:
• calling on men and women equally even though men may want to monopolise the
discussion;

• calling on women directly rather than wait for them to volunteer to participate, avoiding
addressing the class as if there is no female or that the females are of no consequence;

• speaking directly to males and females calling each person by name;

• not allowing women to be interrupted by peers;
• avoid patronising female students by making "helpful" comments that imply female
incompetence;

• avoiding the use of examples and anecdotes that reinforce negative stereotypes of
women.