Barriers to Attracting and Retaining Female Construction Graduates into Academic Careers in Higher Education Institutions

Increasing women's representation in male-dominated professions has become an unending debate due to different gender barriers across various sectors. This study examined the barriers to female construction graduates' employment as construction faculty in Nigerian higher education institutions. This study developed a quantitative questionnaire to examine the barriers to female construction graduates entering academic careers using purposive sampling technique to identify Master of Science graduate students in higher education institutions in southwestern Nigeria. Three hundred copies of the questionnaire were administered to female construction graduate students, while two hundred and fifty-nine retrieved data were analysed. Firstly, data validity and reliability were determined using Cronbach's alpha, the Kaiser-Meyer-Olkin (KMO) test, and Bartlett's sphericity tests, followed by descriptive and exploratory factor analysis. The exploratory factor analysis clustered five factors of barriers to female graduate student recruitment as faculty in higher education institutions: gender profiling, academics competency requirements, non-prioritised support for female careers in academics, female enrolment, graduation, and job position difficulties and perceived difficulties in women's recruitment, workload, and growth. The study recommends establishing grassroots female careers support, improving female enrolment and graduation rates, campaigning against gender profiling, and establishing career pathways in academics to improve gender inclusiveness in higher education institutions when recruiting female construction graduates as faculty.

Automated summary

This study examines the barriers to female construction graduates entering academic careers as construction faculty in Nigerian higher education institutions. The findings identify five factors that affect the recruitment of female construction graduate students as faculty in higher education institutions, including gender profiling, academics competency requirements, non-prioritized support for female careers in academics, difficulties in female enrollment, graduation, and job positions, and perceived difficulties in women's recruitment, workload, and growth. The study recommends grassroots support for female careers, improving female enrollment and graduation rates, campaigning against gender profiling, and establishing career pathways in academics to promote gender inclusiveness in higher education institutions.