Breaking Barriers: Muslim Women's Scholarship and Engagement in Higher Education Leadership in Nigeria

Indiana University Press. 601 North Morton Street, Bloomington, IN 47404. Tel: 800-842-6796; Tel: 812-855-8817; Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: https://scholarworks.iu.edu/iupjournals/index.php/jems/

Y

13

Foreign Countries; Muslims; Females; Women Administrators; Equal Opportunities (Jobs); Gender Bias; Barriers; Religious Factors; Social Bias; Resilience (Psychology); Higher Education

2641-0044
2641-0052

Despite the global drive for gender equality and inclusive leadership, Muslim women remain significantly underrepresented in positions of higher education leadership in Nigeria. This gap not only reflects broader issues of gender and religious disparity, but also hampers the full potential of educational institutions to benefit from diverse leadership perspectives. This study explores Muslim women's engagement in higher education leadership in Nigeria. By scrutinizing global trends and specific challenges that Muslim women face, it identifies barriers obstructing their rise into educational leadership roles, and underscores the imperative of overcoming these obstacles for societal and academic progress. Employing a qualitative approach, the research illuminates the experiences of Muslim women, and considers the intersectional nature of gender and religion in educational leadership contexts. Using survey data, it discerns prevalent barriers, ranging from cultural expectations to institutional hurdles. It also elucidates coping strategies and narratives of resilience. The study's findings underscore the necessity of policy interventions and inclusive practices to foster diversity and empower Muslim women in leadership roles. The study recommends that higher education institutions implement targeted mentorship programs, gender-sensitive leadership training, and institutional reforms to create pathways that support Muslim women's leadership journeys. This study contributes to existing knowledge by shedding light on an overlooked demographic and advocates for concerted efforts to dismantle barriers hindering their participation in higher education leadership, thus fostering more inclusive and equitable environments.

As Provided

2025

EJ1473693