This study explores the experiences of three female academicians working in public higher education institutes in Delhi, India.
Authors
Gauri Khanna, doctoral candidate, International Institute for Higher Education Research & Capacity Building, O.P. Jindal Global University, Sonipat, Haryana, India.
Mousumi Mukherjee, Associate Professor, International Institute for Higher Education Research & Capacity Building (IIHEd), O.P. Jindal Global University, Sonipat, Haryana, India.
Summary
Globally, women’s representation in higher education has increased rapidly, leading to a dramatic rise in female labor force participation. In India, despite achieving gender parity in access to higher education, progress in closing gender gaps in the labor force remains unsatisfactory. Similar to enrollments in higher education, the percentage of women who pursue careers in higher education as faculty also reflects gender parity within faculty compositions.
Women’s representation in senior academic positions, however, is negligible, with less than 10% of institutions led by women and fewer than 30% holding professor positions. This study explores the experiences of three female academicians working in public higher education institutes in Delhi, India. Through an intersectional lens, it delves into the complex challenges arising from the interaction of multiple societal identities among Indian women academicians.
The analysis highlights the obstacles women face at different stages of their careers, from enrollment and recruitment to career progression in higher education. The study finds that women’s motivation and self-belief are crucial in navigating these challenges. Additionally, a conducive environment, supportive leadership, and flexible work schedules are pivotal in facilitating women’s advancement in academia. This research contributes to the existing body of knowledge on Indian women in academia, emphasizing intersectional identity and lived experiences.
Published in: Journal of Underrepresented & Minority Progress
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