- The enrollment of women in postgraduate programmes has been on the rise globally, reflecting strides in bridging gender gaps in education.
- Male supervisors, whether consciously or unconsciously, often hold gender biases that influence their perceptions and treatment of female students.
- Male supervisors have been reported meeting female students late into the night for drinks or coffee, in hotel rooms under the pretext of research discussions.
Postgraduate supervision in academia, world over, harbours a silent epidemic often ignored or denied. Drawing from years of experiential observations as an academic, researcher, supervisor, scholarship awarder, and chair of the postgraduate board, I herein highlight troubling dynamics within supervisory relationships.
While not universal, there are significant number of citable cases that cannot be ignored. Readers are therefore advised to approach the insights shared with discretion, as they unveil a rarely discussed but critical aspect of academic life.
The enrollment of women in postgraduate programmes has been on the rise globally, reflecting strides in bridging gender gaps in education.
In Kenya, more women are pursuing advanced degrees, contributing to the intellectual and professional growth of the nation.
However, this progress masks persistent challenges faced by female postgraduate students, particularly those under the supervision of male academics.
Despite breaking barriers to access higher education, many female postgraduate supervisees encounter unique obstacles stemming from power imbalances, gender biases, and a lack of tailored mentorship.
These issues not only hinder their academic growth but also perpetuate inequities in academia. Addressing these challenges is critical for building gender equity and ensuring that higher education institutions become more inclusive and empowering spaces for all.
The hierarchical nature of supervisor-supervisee relationships, compounded by societal gender norms favoring male authority, often deters female students from open communication.
Fear of being labeled disrespectful or assertive leaves issues unresolved, causing research delays and poor outcomes. In severe cases, this imbalance leads to exploitation, undervaluing of contributions, and dismissal of female supervisees’ aspirations, perpetuating inequities in academia.
Male supervisors, whether consciously or unconsciously, often hold gender biases that influence their perceptions and treatment of female students. These biases can manifest in the dismissal or undervaluing of research topics perceived as “feminine” or less rigorous.
For instance, a female student focusing on gender studies, public health, or education may face skepticism about the academic merit of her work compared to a male colleague researching engineering or technology.
Such attitudes not only undermine the intellectual diversity of academia, but also discourage women from pursuing their passions.
Differential treatment is another challenge. Female supervisees often report receiving less professional encouragement or access to career-enhancing opportunities, such as research collaborations, conference presentations, or publications.
Instead, these opportunities are more readily extended to male students, perpetuating disparities in academic visibility and career advancement. This inequity leaves many women feeling isolated, undervalued, and unsupported in their academic pursuits.
Sexual harassment within supervisory relationships is a pervasive issue in academia, undermining the integrity of postgraduate mentorship.
Rooted in power imbalances, male supervisors often exploit their significant influence over female students’ academic progress. This epidemic, persisting unchecked for years, exposes female supervisees to abuse, highlighting the urgent need for reforms to address this troubling dynamic in academia.
In the supervision process, there is a whole spectrum of inappropriate behaviours by male supervisors, directed to female supervisees.
They range from suggestive comments to outright advances, creating an environment of discomfort and fear.
For many students, navigating such situations becomes a delicate balancing act of protecting their dignity without jeopardizing their academic future.
Postgraduate supervision often occurs in isolated settings, enabling exploitation. Male supervisors have been reported meeting female students late into the night for drinks or coffee, in hotel rooms under the pretext of research discussions.
In the field, remote research data collection sites, rogue male supervisors make inappropriate demands, like sharing rooms, in the name of saving costs.
Such situations have led to coerced relationships, unwanted pregnancies, and even abortions, exposing the vulnerabilities female supervisees face in academia.
Supervision boundaries are increasingly blurred, with cases where academic supervisors develop close ties with supervisees and their families.
This includes attending family functions, paying siblings’ school fees, and even purchasing presents like clothes and shoes for the supervisee’s family, not to mention the many other monetary supports.
Cases of male supervisors single-handedly writing theses for ‘good’ female supervisees, is now an open secret. Such unethical involvement creates conflicts of interest, compromising the professionalism of the supervisory relationship.
Resisting a supervisor’s sexual advances can lead to severe academic retaliation. These include withholding feedback, withdrawing guidance, refusing thesis approvals, and threats of discontinuation of funding, ultimately frustrating the student into submission.
Victims may also face stalking, threats on lives, and reputational damage, as supervisors enlist allies and senior professional colleagues to label the supervisee as untrainable or a troublemaker.
These actions exploit power dynamics, leaving students vulnerable and jeopardizing their academic and personal well-being. Paradoxically, in the midst of all these, supervisors still claim supervision fees and use the publications arising therefrom to obtain promotions.
Supervisors, schematically exploit the financial and academic vulnerability of female students, coercing them into unwanted relationships.
Reports indicate that 20–25% of male supervisors have had carnal knowledge of their female supervisees, of which about 10–15% have ended up in marriage.
On the contrary, only less than 2% of female supervisors have married their male students. It is thus clear that, women supervisees are more coerced into sexual servitude.
This highlights significant power imbalances and abuse within academic supervisory relationships.
Despite the severity of these abuses, offenders often evade accountability due to their academic standing or funding prowess.
With scholarships tied to supervisors’ research projects, unsuspecting students continue to be lured into these exploitative dynamics, perpetuating a cycle of abuse in academia.
It is evident that God is a balancer. He can bless one with good brains and deny them brakes.
Unfortunately, institutional responses to these issues often fall short. Many universities lack clear policies on addressing harassment in postgraduate supervision.
Even where policies exist, the reluctance to report such incidents is widespread. Female students often fear academic retaliation and reputational damage. The result is a culture of silence that allows perpetrators to operate with impunity.
The emotional toll of harassment is profound. Victims often experience anxiety, depression, and a loss of self-confidence, which derail their academic progress.
Some opt to abandon their studies altogether, sacrificing years of hard work and potential contributions to their fields.
The long-term effects ripple through their professional lives, diminishing their opportunities and self-worth.
To tackle these challenges, universities must prioritize the development and enforcement of robust policies on harassment.
These policies should include clear reporting mechanisms, protection for whistleblowers, and swift disciplinary action against offenders.
Institutions should also invest in training for supervisors to enhance professional and respectful relationships.
However, real change will only occur when there is open dialogue. The silence surrounding gender-related challenges in academic supervision must be broken.
Universities must encourage transparency and ensure that students feel safe and supported when raising concerns.
This requires not only effective reporting mechanisms but also an academic culture that embraces constructive conversations about gender dynamics.
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By embracing these changes, Kenya’s universities can set a powerful example for the region and beyond.
Empowering female postgraduate students will not only enrich academic research but also ensure that the next generation of scholars is diverse, innovative, and driven by a shared vision of equity and inclusion.
The time for change is now, and it starts with the collective will to break the silence and build a future where every student has an equal opportunity to succeed.
