Abstract:
The study explored barriers to promotion for university female lecturers to leadership positions. In
Zimbabwe, women have gained legal rights through government pronounced policies such as the
Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The
theoretical framework used is critical feminism which deals with issues that marginalize women from
leadership roles in Zimbabwean universities. A qualitative research design was employed. Inductive
reasoning was used to explore the research argument. The design enabled the researchers to establish
how society perceives the practice of selecting leaders in institutions of higher learning. A sample of 60
lecturers, 30 males and 30 females was drawn from a population of 200 lecturers at Great Zimbabwe
University. Data was collected using a questionnaire and semi-structured interviews. The study found
that very few women are in leadership positions. There is a culture of fear on the part of female
lecturers to apply for vacancies. Men were not keen to support female leadership. The study
recommends the need for a paradigm shift and change of mindset of women to seriously take
leadership challenges that come their way. Women need to assertively compete for leadership
positions whenever opportunities arise.
