Although job opportunities, recruitment criteria, health insurance and social welfare are equally available regardless of sex, academic promotion at higher education institutions has so far been a challenging issue for women more than men. Even though there are not legislative policies or political strategies proscribing gender discrimination, the under-representation of women in high profile positions is thought-provoking as it was found by this study on collecting segregating data at the Faculty of Arts and Human Sciences of Sousse (FAHSS) and to a lesser degree at the National Engineering School of Sousse (ENISO). Given insufficient research in the area under investigation, and despite the shortage of data needed for examination, this study makes use of and analyses the available data collected from Sousse University. Built upon the findings, this paper sets forth to examine impediments as challenges to progress which are encountered by women. Despite the belief that gender parity has been acquired, it is still a challenge to progress to endorse the culture of gender equality at higher education institutions. The study entails the activities of the gender equality committee created at Sousse University in 2018 with the support of the Mediterranean Network of Engineering Schools (RMEI) and under the framework of the EU TARGET project entitled ‘Taking a reflexive approach to gender equality at Institutional transformation’.
Although job opportunities, recruitment criteria, health insurance and social welfare are equally available regardless of sex, academic promotion at higher education institutions (HEIs) has so far been a challenging issue for women more than men. Even though there are not legislative policies or political strategies proscribing gender discrimination, the under-representation of women in high profile positions is thought-provoking as it was found by this study on collecting segregating data at the Faculty of Arts and Human Sciences of Sousse (FAHSS) and to a lesser degree at the National Engineering School of Sousse (ENISO). Given insufficient research in the area under investigation, and despite the shortage of data needed for examination, this study makes use of and analyses the available data collected from Sousse University. Built upon the findings, this paper sets forth to examine impediments as challenges to progress which are encountered by women. Despite the belief that gender parity has been acquired, it is still a challenge to progress to endorse the culture of gender equality at higher education institutions. The study entails the activities of the gender equality committee created at Sousse University in 2018 with the support of the Mediterranean Network of Engineering Schools (RMEI) and under the framework of the EU TARGET project entitled ‘Taking a reflexive approach to gender equality at Institutional transformation’.
The Victorian period was characterised by its landmark on the swift change of moral and social codes leaving an impact on the status of women which prompted reflections by thinkers and authors. The novelist, Elizabeth Gaskell (1810-1865), breaks new grounds by drawing attention to strategic education which helps women to construct gender identity. As such, education that enhances practical achievements for women stands for an empowering asset that serves to revisit the prevalent conventional norms of training women merely for the accomplishment of domestic tasks. This argument is backed up by supporting details provided through the applied text-based analysis method. Unlike readings of Cousin Phillis (1864) showing a woman’s educational outcome as limited to a failed romantic experience, a deep reading of Gaskell’s text provides a substantial understanding of the impact of a woman’s education which enlightens a woman’s mind to develop from ignorance to knowledge, and from ‘foolishness’ to wisdom in the symbolic setting of Hope Farm. Therefore, the experience of the unaccomplished love affair is rewritten in terms of making it a womanly cultural experience that broadens her knowledge of herself and her practical needs in a pastoral environment. Becoming acquainted with the Latin and Italian languages and literature helps the character’s mind to transcend the limited romantic dimension in the promotion of the female identity construction process that is organically connected with the national identity.
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