The underrepresentation of women in leadership positions has been a problematic and concerning issue globally and Zimbabwe is no exception. This paper examines the challenges affecting career advancement for women in Higher Education in Zimbabwe, focusing on institutional, socio-cultural and economic barriers that hinder their professional progression. Through semi-structured interviews with purposefully sampled women academics from four universities, the study identifies several barriers limiting the career advancement of female academics. These include work-life balance problems, gender discrimination, limited access to networking and mentorship opportunities, inadequate family support and traditional gender roles, stereotypes and patriarchy. Furthermore, the research highlights the role of institutional policies and practices in impeding women’s career growth. The findings reveal an intricate interplay between systemic inequalities and women’s career‑progression aspirations, emphasising the need for focused interventions to promote gender equity in HE. The study recommends that women should be proactive and seek information, networking and mentorship opportunities, while institutions should increase interventions to promote gender equality.
Mpofu et al. (Thu,) studied this question.