MIDLANDS STATE UNIVERSITY: A CASE STUDY ON SHIFTING GENDER DYNAMICS IN ZIMBABWE'S HIGHER EDUCATION

Abstract

This study investigated the concerning decline in male graduation rates in Zimbabwe's higher education sector over the years, through a longitudinal analysis of graduation trends at the Midlands State University over a seven-year period, 2017-2023. A mixed-methods approach that combined quantitative analysis of graduation data with a literature desk review was used to explore the interplay of socio-cultural, economic, and policy factors that contributed to this noted decline in male enrolment. Specifically, the relationship between female-centered empowerment initiatives and male disengagement from education was examined, in addition to the implications of this trend for the attainment of Sustainable Development Goal 4 on Inclusive Education. The initial three years of my investigation male enrolment dominating female enrolment, not only at the Midlands State University but countrywide. The analysis discovered a dramatic shift in the trend for the subsequent four years - 2020 to 2023, with females outnumbering males, achieving a graduation ratio of 52% females to 48% males, a trend which closely mirrors Zimbabwe's demographic reality. Based on the evidence from the literature review, this was attributed this shift to various efforts by the Government of Zimbabwe and the Midlands State University to implement affirmative action policies, inclusive education practices, and supportive initiatives that increased access to higher education for women and girls. The study provided a nuanced understanding of the factors influencing male graduation rates, further contributing to the discourse on promoting gender equity in tertiary education. Introducing a longitudinal aspect, the study's methodology and approach offered new insights into the trend of gender dynamics in Zimbabwe's higher education sector.