Many developing countries have of recent introduced affirmative action policy that has significantly increased female students in accessing education at various levels. However, female representation in Science, Technology, Engineering and Mathematics (STEM) remain dramatically disproportionate, with few considering to continue with post graduate education or career. This study investigated gender inclusivity in chemistry post graduate education and research in Uganda. Heads of department chemistry (N=5) and lecturers of chemistry(N=15) in public universities were sampled and interviewed with semi structured questionnaires. The results showed that 60% of the public universities conducted training and awarded Master and Ph.D. in Chemistry. The mean number of students enrolled per year for Master and Ph.D. by these universities were 33±9 and 6.0±2.0 while those that graduated were 10±3 and 2±1 respectively. Generally, females accounted for 24% of enrollment at both levels of education while at graduation, females were 24% at Master qualification and only one graduates after a very two years with a Ph.D. The staff (N=83) in the chemistry academic profession in these universities had males and females accounting for 80% and 20% respectively. In the various academic positions, females were 0%, 25%, 13%, 27% and 46% and 11% as Professors (N=2), Associate professors (N=3), Senior lecturers (N=16), Lecturers (N=26) and Assistant lecturers (N=13) and Laboratory technicians (N=28) respectively. The mean number of courses taught by male and female staff were 5.0±2.9 and 6.0±2.9 while hours taught per week were 10.1±5.5 and 10.3±7.5 respectively. About 46% (N=15) of staff had won a grant competitively and of these 40% were female. Only one female had won a grant of over USD 100,000 grant. Staff that had published as first author had 25% being female. None of the female had held a leadership position in their respective departments. It has been established in this study that females register less numbers in the chemistry post graduate education enrollment and graduations in addition to holding academic positions and in research in Uganda. Therefore, there is need to develop policies that will promote females in enrolling for post graduate chemistry education, in addition to offering scholarships and research grants that specifically target females.

Gender inclusivity and diversity in post graduate education and research in chemistry

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