Understanding women’s roles, experiences and barriers to participation in ocean science education in Kenya: recommendations for better gender equality policy

• DOI: 10.1016/j.marpol.2023.106000
• Publication Date: 2024-01-09T02:48:16Z
• Authors: Renis Auma Ojwala; Susan Buckingham; Francis Neat; Momoko Kitada
• Keywords: Transformative Learning; Harassment

Gender equality is critical to achieving transformative action, policies and change towards sustainable ocean management. However, historically women have been largely excluded from science management programmes, including education. Recent commitment promoting gender in science, notably the United Nations Decade of Ocean Science for Sustainable Development, aims ensure equal opportunity engage education, research, decision-making. This paper investigates roles challenges they face, root causes these inequalities, existing interventions advance science. Focusing on Kenya as a case study, uses feminist political ecology lens explore staff experiences perceptions (in)equality public universities. The data gathered through in-depth interviews revealed that women's participation were limited by their male colleagues who did not believe can do certain technical jobs. In addition, career progression was found be slower than men's, more likely discriminated against during promotions denied opportunities develop careers, faced sexual harassment bullying, experienced work-family conflicts. These factors adversely impacted advancement thus potential contribution ocean. research also some good practices universities had place tackle inequalities such given specific role (gender focal points). conclusion, we stress importance having gender-transformative policies, an effective implementation process, women-specific support structures leadership positions crucial sustainability.