Contributing Factors for Low Male Enrollment in Gender Programmes in Higher Learning Institutions: A Case of Tengeru Institute of Community Development in Tanzania

Abstract

Gender consideration in undertaking of gender studies is crucial for the development of gender specialists for the community development arena. The study objectives were; to determine the socio-cultural and institutional factors for low male enrollment in gender programmes, The study adopted cross sectional research design with a sample size of 170 students from three Bachelor Degrees Programmes in TICD. Simple random and purposive sampling techniques were used to obtain respondents. Data collection methods involved questionnaire survey and Interview to collect primary data. Analysis involved descriptive statistics and content analysis for quantitative and qualitative data respectively. The study revealed that, lack of role models and social stereotypes about gender roles, peer influence, fear of being judged, lack of education and awareness about gender and students’ perceptions affect male enrollment into Gender Programmes. Also, findings showed that lack of adequate gender-related marketing, lack of an inclusive curriculum design in gender programmes focusing solely on women’s experiences, shortage of male gender specialists and role model facilitators contributed to low male enrollment in gender programmes. It is concluded that, low male enrollment in gender programmes is hampered by lack of education among parents and male students themselves, peer and family influence. Also, this study concludes that Lack of market strategies that incorporate gender specific promotion intervention as well lack of well-designed curriculum contributes to existing gender disparities in these programmes. It is recommended that the institutes should promote career benefits and relevance, allocate sufficient fund for gender department, promoting partnership with community organisations, curriculum reform, embracing better gender sensitive marketing strategies and educate parents and the public in general about the values of gender programmes in the society.