Relationship Between Undergraduate Students’ Perceptions of Gender and Female Student Leadership: An Evaluative Study

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This study investigated the relationship between undergraduate students’ perceptions of gender and female student leadership in higher education (HE) at a university in South Africa. It forms part of a study investigating gender in educational management and leadership. It employed mixed methods research to collect data from 328 respondents using a five-point Likert Scale. Data was analysed using Kruskal-Wallis and Spearman’s correlation tests through SPSS. Six interviews were conducted with students in leadership positions, and the data were thematically analysed. The study revealed that perceptions of gender among various gender identities did not differ significantly. Similarly, gender identities had an inconsequential effect on perceptions of female leadership. Nevertheless, it recorded a significant moderate relationship between students’ perceptions of gender and female student leadership (r=0.175**; p<0.001). While the study implied that embracing female students’ leadership could be influenced by one’s perception of gender, deconstruction of systematic gender is suggested to promote female students’ representation. It revealed that the aura of a gender-sensitive environment and women as role models in higher education leadership might motivate female representation in student leadership. It conclusively stressed the need to advance female representation in higher education student leadership. Although progress has been made, female students often face challenges that hinder their representation in student leadership. Higher education institutions should commit to research on the perception of gender and leadership dynamics in student leadership. This study might provide policymakers with insights into improving female student leadership. Extending this study to include more universities could provide a broader perspective. Keywords: Higher Education, Student Leadership, Gender Perceptions.

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