2024 ASEE Annual Conference & Exposition

Where are Women Engineering Faculty in Ethiopia? The Stubborn Gender Disparity in Engineering Faculty in Ethiopian Universities

Presented at International Division (INTL) Technical Session: Diversity, Equity and Inclusion

In developing countries, workforce diversity, such as faculty diversity in higher education, is important to drive key social justice and positively impact students’ academic experiences. Despite Ethiopia’s goal of transitioning to an industry-led economy and implementing a higher education policy emphasizing science fields, including engineering and technology, there is a significant gender gap in faculty representation. This study examines the issue regarding the limited gender diversity among engineering faculty in developing countries, focusing on gender disparities in Ethiopian higher education institutions. In addition, the study explores factors contributing to Ethiopian women's faculty underrepresentation. A mixed-methods approach was employed, including a quantitative analysis of the faculty gender composition of seven years and a qualitative analysis of interviews with faculty members. The findings suggest that key factors such as societal norms, cultural beliefs, gender biases, and work-life balance challenges hinder women's participation and advancement in engineering. The paper discusses research-informed recommendations to promote greater gender diversity and gender equity among engineering faculty and university faculty, hence contributing to the broadening of the participation of women faculty in engineering and Ethiopian higher education.

Authors

Jemal Bedane Halkiyo Arizona State University [biography]

Jemal Halkiyo is a Ph.D. Candidate in Engineering Education and Graduate Teaching Assistant at Arizona State University. Mr. Halkiyo has a Bachelor of Science from Hawassa University, and a Master of Science degree in Civil Engineering from Arba Minch University, both in Ethiopia. Mr. Halkiyo uses mixed methods to study his primary research interest: engineering education equity and inclusivity among diverse student groups: international and domestic undergraduate students in focus in the United States higher education institutions. In addition, Mr. Halkiyo is interested in broadening the participation of engineering education in Ethiopian universities to increase the diversity, inclusivity, equity, and quality of Engineering Education. He studies how different student groups such as women and men, rich and poor, students from rural and urban, and technologically literate and less literate can have quality and equitable learning experiences and thrive in their performances. In doing so, he focuses on engineering education policies and practices in teaching and learning processes, assessments, laboratories, and practical internships. Mr. Halkiyo has been teaching different Civil Engineering courses at Bule Hora University, Ethiopia, where he also served as a department head and conducted various research and community projects.
Sultan Bedane Halkiyu Bule Hora University [biography]

Sultan Bedane Halkiyu pursued his Master of Science degree in Road and Transport Engineering and Bachelor's degree in Civil Engineering at Hawassa University (2017) and Jimma University (2015) respectively. Mr. Halkiyu is working as a lecturer at Bule Hora University, Ethiopia, and teaching different Civil Engineering courses. He is a mixed methods researcher and pursuing his research interests: quality of road construction, and transport/traffic mobility in urban areas. He is also interested in broadening the participation of engineering education in Ethiopian universities. Mr. Halkiyu has conducted some research in engineering education ecosystems and community service projects.
Abdisa Bedane Halkiyu Bule Hora University [biography]

Abdisa Halkiyu is a Senior Lecturer in the Computational Science and Engineering College at Bule Hora University. He holds a Bachelor of Science degree in Applied Physics and a Master of Science degree in Astronomy, both obtained from Jimma University in Ethiopia. With a focus on learning theories, Mr. Halkiyu employs mixed methods to investigate how individuals can enhance their knowledge and skills through diverse learning approaches. His research primarily centers on creating equitable learning experiences in undergraduate physics and engineering education. In addition to his teaching and research endeavors, Mr. Halkiyu has actively engaged in various community service projects.
Roma Bedane Halkiyu Arba Minch University [biography]

Roma Bedane Halkiyu holds a Bachelor's degree in Civil Engineering from Waliata Sodo University and a Master's degree in Construction Technology and Management from Arba Minch University in Ethiopia. Her research is centered on enhancing female involvement in STEM disciplines, with a specific focus on engineering. Roma is dedicated to breaking down obstacles that impede women's active participation in engineering and higher education, advocating for inclusivity and diversity in academic environments. Moreover, Roma currently holds managerial roles and leads Extreme Building, Road, and Bridge Construction PLC, contributing to construction projects in the Shashemene district of Ethiopia.
Demitu Geda Bule Hora University [biography]

Demitu Geda is a graduate of Waliata Sodo University with a Bachelor's degree in Electrical and Computer Engineering and holds a Master's degree in the same field from Bule Hora University. Currently, Demitu is a faculty member, instructing electrical and computer engineering courses at Bule Hora University in Ethiopia. Her research enhances accessibility, quality, and equity in engineering education, ensuring inclusivity for all students irrespective of gender, religion, ethnicity, beliefs, or cultural backgrounds.
Dr. Nadia N. Kellam http://orcid.org/0000-0002-9327-1226 Arizona State University [biography]

Nadia Kellam (she/they) is Associate Professor of Engineering and the Associate Director for Research Excellence within The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University. She is a faculty in the Engineering Education Systems and Design PhD program. Dr. Kellam is an engineering education researcher and a mechanical engineer. She is also deputy editor of the Journal of Engineering Education and co-chair of ASEE’s Committee on Scholarly Publications. In her research, she is broadly interested in developing critical understandings of the culture of engineering education and, especially, the experiences of marginalized undergraduate engineering students and engineering educators.

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